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State Stpartawnt of Eoitcation 

1915-lfi 



STATE MANUAL 

OF THE 

COURSES OF STUDY 

FOR THE 

HIGH SCHOOLS OF OREGON 

ISSUED BY THE 

State Educational Department 



J. A. CHURCHILL 

Superintendent of Public Instruction 

1915-16 




Salem, Oregon : 

State Printing Department 

1915 









?>y 



Department of Education 

STATE OF OREGON 

J. A. Churchill 
Superintendent of Public Instruction 

E. F. Carleton 
Assistant State Superintendent 

Frank K. Welles 
Assistant State Superintendent 



Introduction 

The aim of this course of study has been to make somewhat 
definite the different subjects offered, with a view to giving 
help to the inexperienced teacher. In the small rural high 
schools, it often becomes necessary for a teacher to give instruc- 
tion in subjects for which she has made no special preparation 
through her college course. While the breaking up of the 
work into weeks, may make the manual somewhat mechanical, 
its purpose is suggestive, and to serve merely as a guide. 

In the preparation of the manual, we wish to acknowledge 
indebtedness to the following: Edwin T. Reed, Oregon Agri- 
cultural College ; Mrs. Jessie Goddard McKinlay, Lincoln High 
School, Portland; Mrs. Mabel Holmes Parsons, University of 
Orgeon ; Miss Lois E. Owen, Baker High School, Baker, and to 
Miss Florence R. Wagner, Ashland High School, Ashland, for 
the preparation of the course in English ; to Mr. Barry C. 
Eastham, Jefferson High School, Portland, for the course in 
Physical Geography, Physics and Chemistry ; to Miss Vera 
Darling, Jefferson High School, Portland, for the course in 
Physiology, Botany, and Biology; to Mr. James F. Elton, 
principal Astoria High School, for the course in Latin ; to Miss 
Juliann A. Roller, Franklin High School, Portland, for the 
course in Grammar; to Miss Jessie Cox, Salem High School, 
Salem, for the course in History ; to Mr. Merritt Davis, Salem 
High School, Salem, for the course in Bookkeeping ; to Profes- 
sor H. C. Brandon, Oregon Agricultural College, for the course 
in Manual Training ; to Professor Ava B. Milam, Oregon Agri- 
cultural College, for the course in Domestic Science; and to 
Mrs. Helen B. Brooks, of the Oregon Agricultural College, for 
the course in Domestic Art. 



COURSES OF STUDY FOR THE 



To the Teachers 

a. In the preparation of the High School Courses, consid- 
eration has been given for the different aptitudes of pupils 
and for the different preparations which a high school must 
give to fit all of its pupils for larger spheres of usefulness. 

b. Much freedom in the choice of electives should be given 
with the hope that a pupil will not be forced to take a subject 
in which he is not interested and for which he has no aptitude ; 
but he should not be permitted to select subjects here and there, 
purely for the purpose of securing credits for graduation. 
Competent high school teachers will wisely direct his work, 
and through the cooperation of the parents, the pupil and his 
teachers, he will pursue a course that will give him not only a 
symmetrical mental development, but will prepare him for 
some particular work, when he has completed his high school 
course. A pupil may change his course whenever the high 
school principal grants the permission, upon the written 
request of the pupil's parent or guardian. 

c. A pupil who elects the English and Mathematics Course 
will take English and Algebra the first year and elect two 
more studies from all of the others in the first year of the 
various courses. Should he elect the course in English and 
Languages, he will take English and Latin or German, and any 
two of the studies of the other courses given in the first year. 

d. Fifteen full credits are required for the completion of a 
course. Pupils should, however, if possible, complete the full 
course of four subjects each year, thereby earning sixteen 
credits. 

e. While the courses are planned for four years' work, a 
pupil with good preparation for the work, and strong, both 
mentally and physically, may complete a course in three years 
by taking five subjects, the maximum number each year. No 
standard high school will permit a pupil to carry more than five 
subjects, and the teacher should permit none to undertake five, 
unless the pupil be one of more than average ability. In the 
best high schools of the State, not more than 5 per cent of 
the pupils complete a standard four-year course in three years. 

f. A pupil may earn but three credits in the English and 
Industrial course, when majoring in any other than that 
course. 

g. A pupil may earn from one to three credits for gradu- 
ation, in either vocal or instrumental music, where the instruc- 



HIGH SCHOOLS OF OREGON 



tion is given by a teacher not connected with the school ; pro- 
vided, that the teacher must certify in writing that the pupil 
has spent at least eighty minutes in practice or instruction 
each day ; provided, also, that the Principal of the High School 
shall be satisfied as to the competency of the teacher. 

h. All subjects requiring no preparation on the part of the 
pupil, before coming to the class, such as stenography, type- 
writing, etc., shall be given two of the regular recitation 
periods. 

i. A high school should offer such subjects only as its 
facilities and teaching force will admit. For a high school of 
less than sixteen pupils in attendance, when but one teacher 
is employed, no electives should be offered. In a high school 
having less than thirty pupils in attendance, where but two 
teachers are employed, very few electives should be offered. 
For all such schools, see the suggested course for small high 
schools on page 8. 

j. On entering high school, pupils should be given full 
information as to the entrance requirements of colleges and 
universities, that those who desire to enter college after their 
high school graduation, may shape their high school course 
accordingly. 

k. During the past year this department undertook the 
standardization of the high schools of the State. The response 
with which our requirements for standardization have been met 
by school boards, has been most gratifying. Thousands of 
dollars worth of apparatus have been purchased, and thousands 
of reference books have been placed in the libraries of the rural 
and village high schools. It becomes the duty of every high 
school teacher to show her appreciation, by so using the added 
equipment, that every pupil will receive the fullest benefit 
from it. 



COURSES OF STUDY FOR THE 



OUTLINE OF COURSES OF STUDY FOR 



MAJORS 


FIRST 


YEAR 


SECOND YEAR 


English 










and 


English 


English 


English 


English 


Mathe- 


Algebra 


Algebra 


Algebra 


Geometry 


matics 










English 


English 


English 


English 


English 


and 


Latin or 


Latin or 


Latin or 


Latin or 


Languages 


German 


German 


German 


German 


English 

and 
History 


English 
Ancient 
History 
(Greek) 


English 
Ancient 
History 
(Roman) 


English 
Medieval 
History 


English 
Medieval 
History 


English 


English 


English 


English 


English 


and 


Physical 


Physical 


Physiology 


Botany or 


Science 


Geography 


Geography 


or Biology 


Biology 




English and 


English and 


English and 


English and 




one of the fol- 


one of the fol- 


one of the fol- 


one of the fol- 




lowing : Sew- 


lowing : Sew- 


lowing : Sew- 


lowing : Sew- 




ing, Cooking, 


ing, Cooking, 


ing, Cooking, 


ing, Cooking, 




Agriculture, 


Agriculture, 


Agriculture, 


Agriculture, 




Shop Work, 


Shop Work, 


Shop Work, 


Shop Work, 




Mechanical 


Mechanical 


Mechanical 


Mechanical 




Drawing, 


Drawing, 


Drawing, 


Drawing, 




Freehand 


Freehand 


Freehand 


Freehand 


English 


Drawing, 


Drawing, 


Drawing, 


Drawing, 


and 


(Business 


(Business 


(Business 


(Business 


Industry 


Correspond- 


Correspond- 


Correspond- 


Correspond- 




ence, Pen- 


ence, Pen- 


ence, Pen- 


ence, Pen- 




manship, 


manship, 


manship, 


manship, 




Spelling) , 


Spelling) , 


Spelling) , 


Spelling) , 




Typewriting 


Typewriting 


Typewriting 


Typewriting 




Shorthand. 


Shorthand, 


Shorthand, 


Shorthand, 




Commercial 


Commercial 


Commercial 


Commercial 




Arithmetic, 


Arithmetic, 


Arithmetic, 


Arithmetic, 




Bookkeeping, 


Bookkeeping, 


Bookkeeping, 


Bookkeeping, 




Music 


Music 


Music 


Music 



HIGH SCHOOLS OF OREGON 



THE HIGH SCHOOLS OF OREGON 



THIRD 


YEAR 


FOURTH YEAR 






Higher 


Higher 


English 


English 


Algebra 


Algebra 


Geometry 


Geometry 


American 


American 






History and Civics 


History and Civics 






English 


English 


English 


English 


American 


American 


Latin or 


Latin or 


History and Civics 


History and Civics 


German 


German 


Latin or 


Latin or 






German 


German 


English 


English 


English 


English 


English 


English 


American 


American 


History 


History 


History and Civics 


History and Civics 


English 
Physics 


English 
Physics 


English 

American 

History and Civics 


English 

American 

History and Civics 






Chemistry 


Chemistry 






English and 


English and 


English and 


English and 


one of the fol- 


one of the fol 


one of the fol- 


one of the fol- 


lowing: Sew- 


lowing: Sew- 


lowing: Sew- 


lowing : Sew- 


ing, Cooking, 


ing, Cooking, 


ing, Cooking, 


ing, Cooking, 


Agriculture, 


Agriculture, 


Agriculture, 


Agriculture, 


Shop Work, 


Shop Work, 


Shop Work, 


Shop Work, 


Mechanical 


Mechanical 


Mechanical 


Mechanical 


Drawing, 


Drawing, 


Drawing, 


Drawing, 


Freehand 


Freehand 


Freehand 


Freehand 


Drawing, 


Drawing, 


Drawing, 


Drawing, 


Elementary 


Elementary 


(Business 


(Business 


Teachers' 


Teachers' 


Correspond- 


Correspond- 


Training 


Training 


ence, Penman- 


ence, Penman- 


Course, 


Course, 


ship, Spelling) , 


ship, Spelling) , 


Typewriting, 


Typewriting, 


Typewriting, 


Typewriting, 


Shorthand, 


Shorthand, 


Shorthand, 


Shorthand, 


Commercial 


Commercial 


Commercial 


Commercial 


Arithmetic, 


Arithmetic, 


Arithmetic, 


Arithmetic, 


Bookkeeping, 


Bookkeeping, 


Bookkeeping, 


Bookkeeping, 


Teachers' 


Teachers' 


Music 


Music 


Training, 


Training, 






Music 


Music 



COURSES OF STUDY FOR THE 



SUGGESTED COURSE FOR SMALL HIGH SCHOOLS 



FIRST YEAR 


SECOND YEAR 


THIRD YEAR 


FOURTH YEAR 


English 


English 


English 


English 


Algebra 


Algebra and 


Geometry 


Elementary 


Physical 


Geometry 


Physics 


Teachers' 


Geography 


Physiology 


English History 


Training 


Ancient History 


and Botany 




Course 




Medieval 




Bookkeeping 




History 




American 
History and Civics 



The suggested course for small high schools is such an one 
as may be offered by a standard high school having an average 
daily attendance of less than sixteen pupils. In such a school, 
one teacher may do all the work, being permitted, however, to 
teach not more than ten classes each day. The following plan 
for grouping and alternating is suggested : 

The four years of English may be offered through three 
classes, by combining and alternatingthe third and fourth years. 

Three years of mathematics may be taught through two 
classes in algebra and one in geometry the first half of the 
year, and through one class in algebra and two in geometry 
the second half of the year. 

The elementary teachers' training course as outlined on 
page 9, may be offered through one class. 

Three years of science and one of bookkeeping may be 
offered through two classes, the first year alternating with the 
second, and the third with the fourth. Under such a grouping, 
two courses only in science and bookkeeping are offered each 
year; but on the completion of his course, a pupil has had three 
years of science and one of bookkeeping. 

The four years of history may be offered through one class 
in history each year. The first year, all pupils may take Amer- 
ican history and civics, the second year, English history, the 
third year, Medieval history, and the fourth year, Ancient 
history. There is little articulation in the subject of history, 
and the chief objection to the plan is, that the minds of first- 
year pupils are not so mature as those of the fourth year, and 
that they can not, therefore, make the same kind of prepara- 
tion for the recitation. A large gain, however, comes to such a 
school by offering a maximum number of subjects through a 
minimum number of classes. For small high schools, with two 
teachers, a modification of this plan is recommended, wherever 
it is necessary to reduce the number of classes to the teacher, 
to the maximum of eight. 



HIGH SCHOOLS OF OREGON 



Elementary Teachers' Training Course 

This course is prepared in compliance with Sections 28 and 
31, Oregon School Laws, 1915. In an Oregon high school, it is 
offered in the fourth year only, and its completion permits a 
high school graduate to receive a certificate to teach, after he 
has passed an examination in the subjects required for a one- 
year certificate. This course should not be confused with the 
Teacher's' Training Course as outlined on pages 10 to 14. 
The Elementary Teachers' Training Course is to be offered 
by all high schools in the State, in order that those schools that 
do not maintain Teachers' Training Courses may meet the 
requirement of Section 31 of the Oregon School Laws, 1915. 
The Teachers' Training Course, which is to meet the require- 
ments of Section 14, Oregon School Laws, 1915, should be 
offered by those high schools, only, that have the facilities for 
giving the teaching practice, as outlined in that course. 

In each county, the county superintendent will examine the 
Elementary Teachers' Training Courses, and pass upon the 
character of the work done. He will certify, in writing, to the 
Superintendent of Public Instruction, the names of all persons 
who have completed the course according to the following 
outline : 

OUTLINE FOR ELEMENTARY TEACHERS' 
TRAINING COURSE 

1. A Textbook on the Teaching of Arithmetic, Stamper. 
Seven weeks. 

2. Reading in Public Schools, Briggs and Coffman. Seven 
weeks. 

3. Method and Methods in the Teaching of English, Gold- 
wasser. Seven weeks. 

4. Everyday Pedagogy, With Special Application to the 
Rural School, Lincoln. Seven weeks. 

5. Agricultural Education for Teachers, Bricker. Seven 
weeks. 



10 COURSES OF STUDY FOR THE 

Teachers' Training Course for High Schools 

The course is prepared in compliance with Sections 14 and 
44, School Laws of Oregon, 1915. The arrangement is only- 
suggestive, but the full amount of work given in this course 
must be completed by a student before he will be entitled to a 
certificate without examination. 

The principal of the high school shall notify this depart- 
ment by December 1 of the number taking the course, so the 
blanks required by law may be furnished the school. 

The schools offering this course will be visited during the 
year by the Superintendent of Public Instruction or an 
Assistant Superintendent. 

A pupil in the high school may pursue any course offered 
until the fourth year, but to receive a certificate from The 
Teacher's Training Course he must complete all of the work 
outlined in that course for the fourth year. 

I. ENGLISH 

Four years of English are recommended and three are 
required. 

II. METHODS 

a. Twelve weeks devoted to a study of a Brief Course on 
the Teaching Process of Strayer. 

b. Four weeks to Oregon School Law should be devoted 
to duties of superintendents, teachers and school officers, 
together with requirements for certification and such other 
laws as teachers in rural schools should know. (Special laws, 
procedure in bonding, etc., need not be studied.) 

c. Two weeks given in study of school blanks, register, 
daily program and monthly report. 

d. Report to the satisfaction of the principal on at least 
one of the texts in History of Education, and one in Principles 
of Education, found in the School Reference Library. 

III. REVIEW 

a. Nine weeks' review in Kimball's English Grammar 
with special emphasis on that part of the text that will 
supplement the work as outlined for Seventh and Eighth 
grades. 

b. Nine weeks' review in the Complete Arithmetic with 
special emphasis on the topics assigned for Fifth to Eighth 
grades inclusive. 



HIGH SCHOOLS OF OREGON 11 

IV. AMERICAN HISTORY AND CIVICS 

High School Adoptions 

Five recitations per week throughout the year, including 
Methods of Teaching History. See State Course of Study on 
History. Require the stories offered in the first four grades to 
be told. 

V. OBSERVATION AND TEACHING PRACTICE 

One year of observation and teaching practice is required, 
fifteen weeks of which for forty minutes each day shall be 
teaching practice. It is recommended that observation and 
teaching practice be combined in each assignment, the latter 
following the former. 

The assignment of the pupils to the different grades for 
teaching practice should always be definite; that is, a pupil 
should know the particular work to be done, and just how to 
do it, before going to the grade to get the teaching practice. 
There should be at least eight such assignments. Substitute 
work, where the teacher is ill, or absent from the room, should 
not be considered "teaching practice," for the work is not 
supervised. The regular teacher should be in the room 
throughout the assignment period, that she may serve as critic 
teacher for that period. The Teachers' Training Course is at 
best a makeshift until Oregon can have sufficient normal 
schools to train its teachers for the elementary schools. In the 
meantime, the course should be made just as strong as each 
high school can make it, and wherever possible, a normal 
school graduate, or one who has had much experience in the 
grades, should direct it. 

The following eight suggested assignments should prove 
helpful to those who, after graduation, begin their teaching 
in the rural schools : 

Suggested Assignments 

1. Primary reading, first grade. Three weeks. 

2. Primary numbers, first grade. Two weeks. 

3. Language lesson, second and third grades. Two weeks. 

4. A writing lesson, any grade. One week. 

5. Geography, South America. Two weeks. 

6. Multiplications, third grade. One week. 

7. Reading, fifth grade. Two weeks. 

8. Language, sixth grade. Two weeks. 



12 COURSES OF STUDY FOR THE 

At the close of each assignment, the pupil is required to 
file a written report of not less than 300 words with the high 
school principal. These reports are to be filed for the inspec- 
tion of the Superintendent of Public Instruction or the 
assistant superintendent on his annual visit. 

No high school should attempt the Teachers' Training 
Course unless there be a sufficient number of teachers in the 
grades connected with it, who are willing to cooperate in giving 
the members of the class an opportunity to get the observation 
and teaching practice required. 

CERTIFICATION 

Principals offering this course will please read carefully 
Sections 14 and 44, School Laws of Oregon, 1915, noting 
especially the following provisions: 

A one-year State certificate shall be granted without exam- 
ination to applicants who have completed four years' work in 
an accredited high school or other accredited institution ; pro- 
vided, that the applicant shall have completed the Teachers' 
Training Course in such high school or institution as provided 
for in this act. A one-year State certificate may be renewed 
only once when the holder thereof has presented satisfactory 
evidence of having successfully taught six months' school 
during the life of such certificate. (Section 14, Subd. 2.) 

Schools offering this course shall have a reference library 
of at least three volumes on each of the following fields of pro- 
fessional study: History of Education, Principles of Educa- 
tion, Methods and Special Training in Industrial Education, 
including agriculture. (Section 44, Subd. 5.) 

BOOKS RECOMMENDED FOR REFERENCE LIBRARY 

History of Education — 

Parker, S. C. History of modern elementary education. 

Monroe, Paul. Brief course in history of education, 1905. 

Thwing, C. F. History of education in the United States since the 

Civil War. 
Graves, F. P. History of education of modern times. 

Principles of Education — 

Klapper, Paul. Principles of educational practice. 

Dewey, John. The school and society; supplemented by a statement of 

the University elementary school, 1900. 
Scott, C. A. Social education. 
Ruediger, W. C. Principles of education, 1900. 
Pestalozzi, J. H., Leonard and Gertrude; translated and abridged by 

Eva Channing, 1907. 



HIGH SCHOOLS OF OREGON 13 

Industrial Education, Including Agriculture — Country Schools — 

Coulter, J. M., and others. Practical nature study and elementary 

agriculture, 1909. 
Hodge, C. F. Nature study and life, 1902. 
Carney, Mabel. Country life and the country school. 
Row, R. K. Educational meaning of the manual arts and industries. 

Educational Psychology — 

Colvin, S. S. The learning process. 

Bagley, W. C. The educative process, 1905. 

James, William. Talks to teachers on psychology and to students on 

some of life's ideals, 1900. 
Dewey, John. How we think, 1910. 
Rowe, S. H. Habit formation and the science of teaching, 1909. 

Teaching — 

Strayer, S. D. A brief course in the teaching process. 

Betts, G. H. The recitation, 1911. 

Charter, W. W. Teaching the common branches. 

Bagley, W. C. Class management; its principles and technique, 1907. 

O'Shea, M. V. Everyday problems in teaching. 

FREE BULLETINS 

The following are all Farmers' Bulletins and may be obtained by 
addressing the Division of Publication, Washington, D. C. One copy 
should be obtained for each student in the Department : 

No. 34. Meats: Composition and cooking. 
No. 42. Facts about Milk. 
No. 63. Care of Milk on the Farm. 
No. 85. Fish as Food. 
No. 93. Sugar as Food. 

No. 121. Beans, Peas, and other Legumes as Food. 
No. 128. Eggs and Their Uses as Food. 

No. 131. Household Tests for the Detection of Oleomargarine and Reno- 
vated Butter. 
No. 142. The Nutritive and Economic Value of Food. 
No. 155. How Insects Affect Health in Rural Districts. 
No. 166. Cheese Making on the Farm. 

No. 175. Home Manufacture and Use of Unfermented Grape Juice. 
No. 182. Poultry as Food. 

No. 183. Meat on the Farm; Butchering, Curing and Keeping. 
No. 188. Weeds Used in Medicine. 
No. 203. Canned Fruit, Preserves and Jellies. 
No. 234. The Guinea Fowl and Its Use as Food. 
No. 241. Butter Making on the Farm. 
No. 249. Cereal Breakfast Foods. 
No. 256. Preparation of Vegetables for the Table. 
No. 270. Modern Conveniences for the Farm Home. 
No. 291. Evaporation of Apples. 
No. 293. Uses of Fruit as Food. 
No. 295. Potatoes and Other Root Crops as Food. 
No. 298. Food Value of Corn and Corn Products. 
No. 332. Nuts and Their Uses as Food. 
No. 345. Some Common Disinfectants. 



14 COURSES OF STUDY FOR THE 

No. 359. Canning Vegetables in the Home. 

No. 363. The Use of Milk as Food. 

No. 375. Care of Food in the Home. 

No. 377. Harmfulness of Headache Mixtures. 

No. 389. Bread and Bread-making. 

No. 391. Economical Use of Meat in the Home. 

No. 393. Habit Forming Agents: Their Indiscriminate Sale and Use a 

Menace to the Public Welfare. 
No. 413. The Care of Milk and Its Use in the Home. 
No. 521. Canning of Tomatoes. 

REFERENCE BOOKS FOR SCHOOL LIBRARY 

Conn — "Bacteria Yeast and Molds." 

Norton — "Food and Dietetics." American Home Economics Series. 

Kinney & Cooley — "Foods and Household Management." 

Forrester & Wiegley — "Foods and Sanitation." 

Campbell — "A Textbook in Domestic Science." 

Conn & Buddington — "Advanced Physiology and Hygiene." 

Conley — "Nutrition and Diet." 

Elliott— "Household Hygiene." 

Richard — "Cost of Living." 

Richard — "Air, Water and Food." 

References for Teacher — 

Gerhard — "Sanitation of Country Homes." 
Sherman — "Food Products." 
Sherman — "Chemistry of Food and Nutrition." 
Talbot — "House Sanitation." 



HIGH SCHOOLS OF OREGON 15 

Course of Study in English 

This syllabus of the High School Course in English includes, 
(a) a statement of principles and suggested directions for 
teaching literature in the high school, together with an out- 
line of study based on the State texts, Abernethy's "American 
Literature" and Long's "English Literature"; (b) a statement 
of principles and suggested directions for training in written 
and oral speech, together with an outline of study based on 
Brook's "English Composition" ; (c) a brief statement covering 
the conduct of oral English; and (d) a brief section devoted 
to methods of cooperation among teachers of English. 

The syllabus is based on a weekly program of three recita- 
tion periods, of 45 minutes each, for literature, one of which is 
to be devoted largely to oral or written reports of outside 
reading; and two recitation periods for composition. 

The syllabus divides the work into two terms for each year ; 
but the year may be taken as the unit by simply combining the 
work of the two terms for any year. 

A COURSE IN LITERATURE FOR HIGH SCHOOLS 

The scheme of this syllabus, in general, has been to assign 
American literature to the first and second years, and English 
literature to the third and fourth years of the high school 
course, distributing the literary history as well as the litera- 
ture throughout the eight terms. The reasons for this are 
obvious. American literature is less difficult for students to 
master than English literature ; since it is not only less volumi- 
nous, but also, in general, simpler both in theme and style. 
Students are already somewhat familiar with it, moreover, 
through their earlier studies, and find in it a fresh appeal to 
their sense of patriotism which has been developed in the 
grammar grades. The literature, both for study and reading, 
correlates as far as possible, with the literary history. If Eng- 
lish literature were taken up first, this arrangement might 
offer serious trouble, due to the difficulty of reading the early 
English writers. It becomes quite feasible, however, when 
English literature is reserved for the last two years of the 
course. American literature, which did not begin until well 
up into the Shakespearean age, presents no such problems in 
the study of its early writers as does English literature, with 
its Caedmon, Layamon, Chaucer, and even Malory. The chro- 
nological arrangement followed in the syllabus is not only 
natural in itself but easy for young minds to grasp. 

The syllabus is based on certain general principles. Among 
these are the following : A course in literature for high school 



16 COURSES OF STUDY FOR THE 

students should aim at quality rather than quantity, both as to 
subject matter read and the manner of reading it; and should 
consider the student's actual and potential power of appre- 
ciation, his present interests, and his future development. 
There is grave danger of expecting high school students to 
read as rapidly, as understandingly, and as appreciatively as 
men and women in middle life. There is also grave danger of 
making the course injudiciously balanced, giving equal atten- 
tion to the classic and the modern type of literature, to poetry 
and prose. As a matter of fact, a certain lack of balance is 
judicious; for example, more poetry than prose, particularly 
fiction, in a course ; because there is no need to stress that 
which the students are likely to read without a teacher. Fic- 
tion almost every child is bound to read, yet he needs to read 
even some fiction with the teacher in order to arrive at an 
appreciation of good fiction. Poetry, good or bad, he is not 
so likely to read. It is important, therefore, that the teacher 
present poetry in the most alluring manner possible, and pre- 
sent it often. It is equally important to present the more dif- 
ficult and permanent pieces of literature, the classics, in prefer- 
ence to the easy and modern selections, which the pupil is more 
likely to read anyway. 

A course of study, then, should contain both prose and 
poetry, with as many types of each as examples suitable for 
high school pupils, will permit. The selections, for the most 
part, should be those having a high degree of literary merit so 
that they may set a standard of taste. They should carry the 
right ethical and social message so as to contribute to the 
building of character. They should give sufficient latitude of 
choice, in any term, to make it unnecessary for a teacher to 
attempt to interest pupils in a classic in which he himself has 
no interest. They might well include something in periodical 
literature. They should be arranged for the four years accord- 
ing to some central idea; that is, there should be such a con- 
structive plan back of the assignments that the students, at the 
conclusion of the course, shall have appropriated a certain 
portion of the field of literature. Finally, a course for the 
State should be so flexible that teachers, in conference with 
the State Superintendent of Public Instruction, may modify 
that course to suit local conditions. 

Both in American and English literature, students should be 
assigned special readings from the writers whose chief works 
are not read in class. Such work may be reported to the class 
orally from an outline ; and may well occupy one of the three 
literature periods of each week, thus serving the double 
purpose of training in literature and composition. 



HIGH SCHOOLS OF OREGON 17 

Memorizing, both in poetry and prose, should be empha- 
sized throughout the four years of English training. The 
emotional and spiritual message of a noble selection of verse 
or prose can never be so vividly appreciated as in the process ' 
of memorizing that selection for oral presentation to others, 
especially if the process itself is oral. Such memorizing not 
only adds new and dynamic words to the student's vocabulary 
and gives him fresh cadences for phrase- and sentence-making, 
but it also gives him standards of judgment with which to 
measure the merits of other poetry and prose. 

FIRST YEAR 

(Numbers following the classics refer to the State Library List.) 

First Term 

I. American Literature. Abernethy, Chapters I and II, pages 
1 to 106. 

II. Classics. 

1. For reading: Autobiography of Franklin (1299-3047). 

2. For reading: The Courtship of Miles Standish, Long- 

fellow (2306), or 
The New England Tragedies, Longfellow (2305), or 
Selections from Poems of American Patriotism (820). 

a. Boston — Emerson. 

b. Paul Revere's Ride — Longfellow. 

c. Battle of Lexington — Lanier. 

d. Concord Hymn — Emerson. 

e. Ticonderoga — Wilson. 

f. Grandmother's Story of Bunker Hill Battle — 

Holmes. 

g. Warren's Address — Pierpont. 

h. The Old Continentals— McMaster. 

i. Nathan Hale — Finch. 

j. The Little Black-eyed Rebel — Carleton. 

k. Song of Marion's Men — Bryant. 

1. The Star-Spangled Banner — Key. 

(The above selections with the exception of "The Star Spangled Ban- 
ner," are illustrative of the Revolutionary and Colonial periods of 
history.) 

3. For study: Farewell Address. Washington (2564- 

2566). Published with Webster's First Bunker Hill 
Monument Oration. 

Topical reports on other prose and poetical selections 
suggested in Abernethy. 



18 COURSES OF STUDY FOR THE 



Second Term 

I. American Literature. Abernethy, Chapters III and IV, 
pages 107-207. 

II. Classics. 

1. For reading: The House of Seven Gables. Hawthorne 

(2439), or 
The following group : 

a. The Sketch Book (2534) or The Alhambra, Irving 

(2532). 

1. The Spectre Bridegroom. 

2. Westminster Abbey. 

3. Palace of the Alhambra. 

4. The Moor's Legacy. 

b. Essay on Compensation, Emerson (2528). 

c. Twice Told Tales, Hawthorne (2443). 

1. Edward Randolph's Portrait. 

2. The Great Carbuncle. 

2. For reading: Translation of the Iliad, Bryant (2673). 

Read Books I, VI, XXII, XXIV, and others if time 
permits. 
Topical reports on other authors as suggested in Abernethy. 

SECOND YEAR 
Third Term 

I. American Literature. Abernethy, Chapters V, VI, VII, 
pages 208-347. 

II. Classics. 

1. For study: The First Bunker Hill Monument Oration, 

Webster (2566). Published with Washington's Fare- 
well Address, or 
Selections from the Writings and Addresses of Abraham 
Lincoln (2538). 

a. First Inaugural Address. 

b. Second Inaugural Address. 

c. Address in Independence Hall. 

d. Speech at Gettysburg. 

e. Last Public Address. 

f. Letter to Horace Greeley. 

g. Address at Cooper Institute. 

h. Final Proclamation of Emancipation. 

2. For study : The Vision of Sir Launfal, Lowell (816) . 

3. For reading : The Gold Bug and The Raven, Poe (2312) . 
Topical reports on other authors as suggested in Abernethy. 



high schools of oregon 19 

Fourth Term 

I. American Literature. Abernethy, Chapters VIII, IX, X, 
pages 348-487. 

II. Classics. 

1. For reading: The Oregon Trail, Parkman (3013), or 

one of the following biographies or autobiographies : 

a. Life of Alice Freeman Palmer, G. H. Palmer (1708). 

b. The Story of My Life, Keller (1306). 

c. The Making of an American, Riis (1325) . 

d. The Promised Land, Antin (1278). 

e. Up From Slavery, Washington (1322). 

2. For reading: Selected Poems from Riley (in volume of 

"Old Fashioned Roses.") 

a. Old Fashioned Roses. 

b. An Old Sweetheart of Mine. 

c. The Little White Hearse. 

d. The Lost Kiss. 

e. A Life Lesson. 

f. Little Orphant Annie. 

g. Silence. 

h. To the Cricket. 

i. Knee-deep in June. 

j. The Clover. 

k. When the Frost Is on the Punkin. 

1. The Clover. 

3. For reading: Selected Poems of Eugene Field (804). A 

Little Book of Western Verse. 

a. Little Boy Blue. 

b. Lullaby By the Sea. 

c. Cornish Lullaby. 

d. Japanese Lullaby. 

e. Christmas Hymn. 

f. Dutch Lullaby. 

g. Mother and Child, 
h. Krinken. 

i. In the Firelight. 

j. The Bibliomaniac's Prayer. 

k. Some Time. 

4. For reading : Selected Poems of Whitman. 

a. O Captain, My Captain. 

b. When Lilacs Last in the Door-Yard Bloomed. 

c. Out of the Cradle Endlessly Rocking. 



20 



COURSES OF STUDY FOR THE 



5. For reading: Birds and Bees, Burroughs 

6. For reading: The Piper, Peabody (2357) 

7. American Periodicals. 



(456) 



(The committee suggests that unless the school library is liberally 
supplied with periodicals the teachers have the students form a periodical 
club, so that ten or twelve of the best magazines may be taken among the 
students and exchanged. This list ought to be broad as to subject matter; 
that is, it should include one or two magazines or papers of general 
interest and others of special or technical interest.) 



General Interest : 
Literary Digest. 
The Independent. 
The Outlook. 
Current Opinion. 
Oregon Teachers Monthly. 

Fiction and Essays : 
Atlantic Monthly. 
Harper's, 
Century. 
Scribner's. 

Building and Decorations : 
Arts and Crafts. 

Book Reviews : 
The Bookman. 



Art 



Art and Progress. 

Business : 
System. 

Manual Arts : 

Manual Training Magazine. 

Social Service : 
The Survey. 

Agriculture : 

Pacific Northwest. 
Hoard's Dairyman. 
Western Stock Journal. 
Breeder's Gazette. 
Better Fruit. 
Northwest Poultry Journal. 

The reading this term should be not so intensive as exten- 
sive. There should be much oral reporting upon special topics, 
using the list of readings given in Abernethy. 



THIRD YEAR 



Fifth Term 



I. English Literature. Long, Chapters I, II, III, IV, V, VI, 
through Shakespeare, pages 1-155. 

II. Classics. 

1. For reading: Beowulf and the Finnesburgh Fragment 

(2287). 

2. For study: The Prologue to the Canterbury Tales 

(2295), or 
The Knight's Tale, Chaucer (2295). 
3. For reading: Early English Ballads (2349). 

a. Sir Patrick Spens. 

b. Robin Hood. 

c. Chevy Chase. 



HIGH SCHOOLS OF OREGON 21 

4. For study: Julius Caesar (2361-63, 2366) or Merchant 

of Venice (2361-3, 2370). 

5. For reading: As You Like It, or Twelfth Night (2361- 

63, 2373). 

Topical reports on readings from other authors studied 
about in Long. 

Sixth Term 

I. English Literature. Long, Chapter VI, beginning with 
Shakespeare, VII, VIII, pages 156-257. Review pages 
1-155. 

II. Classics. 

1. For study: Macbeth (2361-63,2369). 

2. For reading: Bacon's Essays (2514). 

a. Of Studies. 

b. Of Friendship. 

3. For study: L'Allegro, II Penseroso, Comus, Milton 

(2310). 

4. For reading: The Pilgrim's Progress, Part I, Bunvan 

(2396). 

Topical reports on readings from other authors studied 
about in Long. 

FOURTH YEAR 

Seventh Term 

I. English Literature. Long, Chapter IX, pages 257-368. 
Review pages 1-257. 

II. Classics. 

1. For study : Speech on Conciliation with America, Burke 

(2516), or 
For reading: Robinson Crusoe, Defoe (2410), or 
For reading : The Vicar of Wakefield, and The Deserted 

Village, Goldsmith (2435-2300), or 
For study : The Sir Roger de Coverley Papers, Addison 

and Steele (2512). 

2. For study : Burns' Poems, and Carlyle's Essay on Burns 

(2518). 

3. For reading: Elegy Written in a Country Churchyard, 

Gray. 

Topical reports on readings from other authors studied 
about in Long. 



22 



COURSES OF STUDY FOR THE 



Eighth Term 

I. English Literature. Long, Chapters X and XI, pages 369- 
568. Review pages 1-369. 

II. Classics. 

1. Wordsworth (2328). 

a. For reading : The Daffodils. 

b. For study : Tintern Abbey. 

c. For study : Ode to Duty. 

d. Ode on Intimations of Immortality. 

2. Coleridge (2298). 

a. For reading : The Ancient Mariner. 

3. Scott. 

a. For reading : 

4. Byron (2293). 

a. For reading : 

5. Shelley. 

a. For reading: 

6. Keats. 

a. For reading: 

Nightingale (2303). 

7. DeQuincey. 

a. For reading : Joan of Arc (2525) . 

8. Tennyson. 

a. For reading : 
The Idylls of the King (2324) , or A Group of Lyrics (2324) 



Marmion (2317), or Ivanhoe (992). 
The Prisoner of Chillon (2293). 
The Skylark and The Cloud (2318). 
Ode on a Grecian Urn and To a 



a. The Coming of Arthur. 

b. Gareth and Lynette. 

c. The Passing of Arthur. 



a. Ulysses. 

b. The Lady of Shalott. 

c. Oenone. 

d. Songs from the Princess. 

e. Break, Break, Break. 

f . Ode on the Death of the 

Duke of Wellington. 

g. Selections from In Mem- 

oriam. 
h. Crossing the Bar. 



Browning, Robert (2289). 
a. For reading : 

1. Cavalier Tunes. 

2. How They Brought the Good News From Ghent 

to Aix. 

3. The Pied Piper of Hamelin. 

4. Home Thoughts From Abroad. 

5. Home Thoughts From the Sea. 



HIGH SCHOOLS OF OREGON 23 

6. Songs From Pippa Passes. 

7. My Star. 

8. Evelyn Hope. 

9. The Lost Leader. 

10. Incident of the French Camp. 

11. Herve Riel. 

12. Pheidippides. 

13. The Last Duchess, 
b. For study : 

1. Rabbi Ben Ezra. 

2. Saul. 

10. Eliot, (a) For reading: Silas Marner (2429), or 
Dickens, (a) For reading: A Tale of Two Cities 

(2423), or 
Stevenson, (a) For reading: Treasure Island. 

11. Thackeray. (a) For reading: English Humorists 

(2558). 

a. Swift. 

b. Addison. 

c. Steele, or 

Huxley, (a) For reading: Autobiography and Selec- 
tions (2531), or 
Macaulay. (a) For reading: Essay on Milton (2543). 
Much supplementary reading should be done out of class 
and reported upon by pupils, so that the other prominent writers 
mentioned in Long are well fixed in the students' minds. 

A COURSE IN COMPOSITION FOR HIGH SCHOOLS 

The course in English composition is based on the assump- 
tion that the duty of the public high school is to teach English 
as a habit, a craft, rather than English as a fine art. The aim 
of the training in composition, therefore, should be to give 
students an adequate command of the mother tongue in speak- 
ing and writing. The training should result, in the first place, 
in dynamic thinking — in an elevated and spiritualized view of 
life. It should result, in the second place, in an increased 
power of organization — the ability to collect, arrange and 
shape material to a definite human purpose. It should result, 
finally, in a more careful regard for excellence of workman- 
ship — for obedience to the principles of style, and for discrim- 
ination in sentence structure, choice of words, and the 
mechanics of punctuation and spelling. 

Since it is only by constant, well-directed practice that skill 
in any craft is acquired, it follows that the essential thing in 
composition training is the making of themes, oral or written. 



24 COURSES OF STUDY FOR THE 

Oral themes, which should constitute half the work, may be 
employed successfully to cultivate ready and independent 
thinking, as well as fluent and correct habits of speech. Writ- 
ten themes, which are better adapted to an exact and con- 
structive criticism, are means of securing more searching 
effects and more elevated impressions, together with a finer 
finish. 

That the life of the school may be more intimately related 
to the responsibilities and activities of business and profes- 
sional life, the composition work should take occasional excur- 
sions into the vocations — farming, salesmanship, the law 
courts, the hospital and clinic, the brick yard, the logging camp, 
the salmon fishery, the cannery, the cOndensery, and the 
machine shop. In this way interest is quickened and a sort of 
vocational guidance is arrived at. 

At least half the composition assignments should be based 
on themes related to the life of the students, rather than on 
themes directly related to literature. Too many schools are 
still paralyzing their English work by failing to look for theme 
subjects beyond the stereotyped realm of the classic and the 
textbook. Books, both within the school and without, may 
well furnish inspiration and serve as models for the compo- 
sition activities, at all times ; but their use as actual theme sub- 
jects, except for occasional reports both oral and written, and 
for informal class discussion, is of little avail in shaping the 
language habits of students. 

As far as possible, every theme should have a motive; it 
should be written for a human purpose, not merely for credit. 
"All of us adults do our best work in the world," says Presi- 
dent Eliot, "under the impulse of a life-career motive." We do 
something for a purpose. In the same way, students in school 
who are encouraged to write some specific thing for some spe- 
cific purpose, quite within their powers, will do that work well. 

"How We Built a Giant-Stride at A School," "A Report 

of the Class Election" (for the local paper), "The Construction 
and Operation of My Wireless," "Why We Need a Better (or 
larger) Playground," "My Visit to the Tile Factory," "My 
Work in the Corn-Growing Contest," "Using the Babcock 
Tester," "Why I Chose (this or that institution) for Advanced 
Study" — these are subjects that for the right student at the 
opportune time offer the sort of incentive that makes school 
work vital. Letters written to real people for real purposes are 
always a constructive kind of composition. Reports and com- 
ments on athletic activities or on school or class events, com- 
posed for the school notes or for the local paper, are also 
dynamic efforts. 



HIGH SCHOOLS OF OREGON 25 

The assignment of the subject for the weekly or semi- 
weekly theme should be given careful attention. In general, 
the subject should not be either an absolutely exact assignment 
by the teacher, or an absolutely free choice by the student. 
Occasionally either method is successful. But as a rule, in order 
to carry out a definite plan throughout the term, as well as to 
provide a basis of comparison between the work of different 
students, it is better to assign a class topic under which the 
students may make their individual choices. The assignment, 
for instance, may be to write an informal exposition on "My 
Choice of a Life Work," with suggestive readings from Steven- 
son's "A College Magazine," Franklin's Autobiography, and 
Puffer's "Vocational Guidance." Each student, while confin- 
ing his theme to the assigned subject, gives it an individual 
interpretation. Again, the assignment may be a descriptive 
sketch under the class topic "A Barnyard Scene," with sugges- 
tive readings by the teacher of such vivid paragraphs as are 
found in "The Legend of Sleepy Hollow" (the Van Tassel barn- 
yard), in "The Stout Gentleman" (the barnyard on a rainy 
day), in "Evangeline" (a tranquil evening scene), or in "The 
House of Seven Gables" (the Pyncheon hens), or in some of 
George Eliot's realistic descriptions of English farm yards. 
Each student, catching his cue from some one of the readings, 
recalls the scene most vividly held in imagination, and recounts 
an original experience or fancy. Other topics, equally suggestive 
for individual treatment, are "A Book That Has Influenced 
Me," "An Exemplary Townsman," "A Christmas Episode," 
(Readings from Dickens, Irving, Mary E. Wilkin's "The 
Christmas Monks," Frances Hodgson Burnett, etc.), "A Local 
Industry," "Memories of an Aged Relative" (Reading of 
"Grandfather" in Roy Rolfe Gilson's "In the Morning Glow"). 
The object of this sort of assignment is to stimulate interest 
and momentum in the less resourceful student, and yet not 
trammel the initiative of the more imaginative worker. 

FIRST YEAR 

(a) Strive for a few definite results. (b) Balance the oral and 
written composition. Emphasize both, (c) Hold conference hours with 
students, (d) Keep the English work in contact with the life of the 
student, (e) While enlisting present interests, lead to higher interests. 

First Term — Brooks I, 1 to 93. 

In the first term, composition centers about narration, 
though all forms of discourse are informally used. 

Make free use of the blackboard in criticising themes 
before the class. 

Cultivate habits of neatness, accuracy and promptness in 
theme work. 



26 COURSES OF STUDY FOR THE 

I. Oral and Written Expression of Ideas. 

1. Similarities. 

2. Difference between oral and written expression of ideas. 

3. Two essentials of expression : 

a. Know what to say. 

b. Say it clearly. 

4. Expression and observation. 

5. Self-criticism — makes for growth. 

6. Oral reading of themes. 

7. Narration. 

8. Elements of interest in narrative. 

9. The real and the imaginary in narration. 

II. The Paragraph as the Unit of Composition. 

1. Definition of a paragraph. 

2. Topic statement. 

3. Preparation for the recitation. 

4. The outline an aid to unity in recitation. 

5. Mechanics of the paragraph. 

6. Preparation for writing a paragraph. 

7. Principles of composition in the paragraph. 

a. Unity. 

b. Coherence. 

c. Emphasis. 

8. Methods of developing a paragraph. 

a. Details. 

x. In time. 
y. In space. 

b. Specific instances. 

c. Comparison and contrast. 

d. Cause and effect. 

e. Repetition. 

f. Combinations of these. 

9. Topical recitations. 

III. Whole Composition. 

1. Principles. 

a. Unity, demands that a composition shall group 

itself about one central idea. 

b. Coherence, demands that a composition shall be so 

organized that the relation of its parts are clear 
and logical. 

c. Emphasis, demands that the important parts of a 

composition shall have important treatment. 

2. An outline assists in securing unity, coherence, and 

emphasis. 



HIGH SCHOOLS OF OREGON 27 

3. Choice of subject and title. 

4. Methods of developing a composition. 

a. Sequence in time. 

b. Position in space. 

c. Comparison and contrast. 

d. Specific instances. 

e. Cause and effect. 

5. Transitional and summarizing paragraphs. 

Second Term — Brooks I, 93 to 159. 

In second term English continue narration, giving more 
attention to details of sentence structure, use of words, punc- 
tuation, etc. Use letter writing frequently. Insist on the cor- 
rection of themes criticised by the teacher, requiring the origi- 
nal theme to be returned with the revised or rewritten copy. 
Make all criticisms constructive, encouraging a regard for 
organization and form. Keep up the habit of review, by 
recurring again and again to principles already studied. 

IV. Sentences. 

1. Kinds of sentences. 

a. Loose. 

b. Periodic. 

c. Balanced. 

2. Principles governing the sentence. 

a. Unity. 

b. Coherence. 

c. Emphasis. 

Observance of these principles will produce the qualities of 
clearness and force. 

3. Lack of Unity caused by : 

a. More than one main thought. 

b. Addition of too many independent clauses. 

c. Incongruous ideas. 

d. Needless change of construction. 

e. Too short a sentence. 

4. Lack of Coherence is caused by: 

a. Careless placing of modifiers. 

b. Misuse of pronouns. 

c. Misuse of participle. 

d. Misuse of connectives. 

e. Needless change of construction. 

5. Emphasis is secured by : 

a. Placing important words in conspicuous positions. 

b. Use of climax. 

c. Use of balanced sentences. 

d. Use of periodic sentences, etc. 



28 COURSES OF STUDY FOR THE 

V. Corrections. 

Material in Chapter V of Brooks' English Composition, 
Book I, should be used chiefly for reference in correcting 
errors in the oral and written themes of students. In order 
that the rules for capitalization, punctuation, spelling, and 
syntax, together with the proper use of shall and will may be 
automatically obeyed, however, and good usage thus habitually 
acquired, the exercises should be carefully worked out in the 
regular lessons as directed. 

VI. Choice of Words. 

1. Oral and Written vocabulary. 

2. Increasing the vocabulary. 

3. General and specific words — specific generally better. 

4. Words should be chosen that are (a) correct, (b) exact, 

(c) appropriate, (d) forcible. 

5. Correct words obey good usage ; i . e., they are : 

a. National. 

b. Present. 

c. Reputable. 

6. Exact words fit the meaning. 

7. Words may be appropriate to (a) the subject, (b) the 

occasion, (c) the understanding of the listener or 
reader. 

8. Forcible words are usually simple, specific, suggestive, 

figurative. 

VII. Figures of Speech. 

Use this chapter in connection with the study of some fig- 
urative poem or oratorical prose, identifying various figures in 
the literary selection by reference to the examples in Brooks. 

SECOND YEAR 

In connection with the exercises in description and expo- 
sition, send the pupils to the magazines and journals for 
examples. This will break the way for the more careful study 
of periodicals in the third year. In connection with letter writ- 
ing, assign actual letters to actual people. Require some of 
the work, at least, in the usual form for posting — envelope and 
all. Encourage good taste in selection of stationery, addressing 
of envelope, etc. Discourage all affectation. 

Third Term— Brooks I, 160 to 195. 

Description: Summary. 

1. Description is that form of discourse which has for its 
purpose the creation of an image. 



HIGH SCHOOLS OF OREGON 29 

2. Each description should have: 

a. A fundamental image. 

1. The fundamental image must remain 

unchanged. 

2. A comparison helps in the formation of a 

proper fundamental image. 

b. A point of view. 

1. Only those details should be given which can 

be seen from the point of view. 

2. The point of view may change. 

c. A few characteristic details. 

d. A proper selection of minor details. 

e. A suitable arrangement of details. 

3. Each description should possess : 

a. Unity, as determined by the point of view. 

b. Coherence, as determined by the arrangement of 

details in the proper space-order. 

c. Emphasis, as determined by position, proportion of 

parts, and the selection of words. 

Letter Writing: 

1. Importance of Form. 

The forms in letter writing are the result of usage. 
We must obey these if we would escape the criticism 
of eccentricity or bad taste. 

2. Features of letters and letter writing that are subject 

to formal rules which must be understood and 
practiced are the following: 

a. Paper. 

b. Parts of a letter such as, heading, address, saluta- 

tion, body, complimentary close, signature, 
envelope. 

3. Business letters are subject to particular directions, 

such as : 

a. They should be clear. 

b. They should be brief. 

c. They should be devoted (preferably) to a single 

subject. 

d. They should be answered promptly. 

e. They should be correct. 

f. They should be obedient to good usage. 

g. They should be neatly executed. 

4. Friendly letters, while obedient to the principles of com- 

position and the formalities of usage, should be 
individual and entertaining. 



30 COURSES OF STUDY FOR THE 

5. Formal notes and replies should follow exactly the 

prescribed forms and should carry a complete, 
unmistakable message. 

6. Informal notes, which are not much restricted as to form, 

should be simple, personal, and confined to one subject. 

Exposition: Summary. 

1. Exposition is that form of discourse which has for its 

purpose explanation. 

2. Exposition may be of any length — words, sentences, 

paragraphs, whole compositions, volumes. 

3. Expositions may use: 

a. Words (synonyms or simpler words). 

b. Sentences. 

c. Paragraphs. 

4. Understanding may be aided by : 

a. Studying synonyms. 

b. Avoiding incomplete and inaccurate thoughts. 

c. Studying homonyms and words often confused. 

5. Exposition must be clear. Therefore it must possess 

unity and coherence. 

6. An outline aids in securing unity and coherence. 

7. Exposition sometimes takes the form of generalized 

narration. 

8. Expository paragraphs may be written by the use of : 

a. Details. 

b. Examples. 

c. Comparison or contrast. 

d. Cause and effect. 

e. A combination of methods. 

Fourth Term — Brooks I, 216 to 285. 
Argument: Summary. 

1. Argument is that form of discourse which has for its 

purpose the proving of the truth or the falsity of a 
proposition. 

2. Assertion is not argument. 

3. The essential characteristics of argument are: 

a. Unity. 

b. Coherence. 

c. Emphasis. 

4. The first step in argument is explanation. 

5. Description and narration may also be used in argument. 

6. A long argument requires a summary. 



HIGH SCHOOLS OF OREGON 31 

7. The plan of an argument should usually include : 

a. Introduction. 

b. Proof. 

c. Conclusion. 

8. The brief is very important in argument. 

9. An argument may be developed : 

a. By stating advantages and disadvantages. 

b. By using specific instances. 

c. By stating cause and effect. 

d. By a combination of methods. 
10. Debate. 

a. Oral debating is a valuable exercise. 

b. A debate should not be memorized. 

c. The proper forms of address should be used. 

d. The subject of the debate may be stated in the form 

of a resolution, a declarative sentence, or a 
question. 

e. Belief is not necessary in debate. 

f. The most important arguments should be given the 

first and last positions. 

g. The refutation of opposing arguments may usually 

be best done just preceding our own last and 
strongest argument, 
h. Cautions in debating. 

1. Be fair. 

2. Be honest with yourself. 

3. Do not allow your desire for victory to over- 

come your desire for truth. 

4. Remember that mere statement is not argu- 

ment. 

5. Remember that exhortation is not argument. 



Review of Grammar. 



THIRD YEAR 



The course in Composition does not attempt to dispose of 
any one form of discourse or any one principle of composition 
or quality of style at a single lick. Rather, the subject is 
attacked again and again, until the habit of right usage is 
established. The treatment of any topic is cumulative, however, 
leading from simple to complex, and from elementary to 
advanced forms. In the four terms of the first two years, prac- 
tically the whole field of composition has been carried on in 
an elementary and constructive fashion, giving the student who 
progresses thus far a working acquaintance with the elements 
of good usage and the principles of style. 



32 COURSES OF STUDY FOR THE 

In the two terms of the third year of the course, the student 
is given a more thorough and scientific training in this process 
of individual expression, in the art of letter writing, and in the 
three forms of discourse — narration, description and exposi- 
tion. Oral composition is regularly emphasized and the news- 
paper and periodical are studied in class, both for the purpose 
of recognizing and practicing the various forms of expression, 
such as the editorial, the news report, the book review, and 
the short story, and for the purpose of establishing standards 
of judging the value of a periodical. 

Fifth Term 

Brooks' English Composition, Book II, pages 9-131. (No 
outline summaries are given for third and fourth year as they 
would generally repeat much already summarized in first and 
second year.) 

Sixth Term 

Brooks II, pages 132-198. 

FOURTH YEAR 

In the fourth year of the high school course the cumulative 
process of dealing with composition is especially exemplified 
in the study of Argumentation. This form of discourse is now 
quite intensively treated, with numerous exercises in the draw- 
ing of briefs, and in the presentation of proof, including a dis- 
cussion of the nature of evidence, and the effective character- 
istics of persuasion. Debate is naturally an important feature 
of this year's work. The organization and composition of the 
long theme, involving library research and the gathering of 
material, is a feature of this year's work. 

A brief study of the drama, the novel, the short story, the 
essay, and the oration are taken up in connection with the read- 
ing of these various types of discourse in the course in litera- 
ture. Attention is now directed to style and to the individuality 
of the various writers. Poetry is studied from the standpoint 
of form, and occasional verse and stanza exercises are prac- 
ticed, not so much for the purpose of developing verse-makers 
as for the purpose of encouraging an appreciation of poetry. 

Review of Grammar, punctuation, etc. (incident to theme 
construction). 

Seventh Term 

Brooks II, 199-273. 

Eighth Term 

Brooks II, 274-396. 



HIGH SCHOOLS OF OREGON 33 

Oral English 

The object of oral expression in the schools is to cultivate a 
correct, flexible, and dynamic speech which shall be adequate 
to all ordinary occasions of human intercourse. The term oral 
expression, as here employed, includes dramatic interpreta- 
tions or acting, interpretative readings, declamations, orations, 
speeches, and debates, together with original oral com- 
position. The object of acting, interpretative readings, and 
declamations is generally slightly different from that of orig- 
inal speechmaking, debating, and oral composition. One group 
is chiefly concerned with mastering, and conveying vocally, 
the thoughts and emotions of another ; the other is chiefly con- 
cerned with cultivating the power to think before an audience 
and to carry the stream of thought to that audience. 

Throughout the four years of the high school course regular 
practice in reading aloud before the class should be 
demanded of every student. This work should be conducted in 
an alert, stimulating fashion, with the obligation always im- 
posed upon the reader of actually getting hold of his audience. 

Following out, in all recitations, the first direction under 
"Cooperation in English Training" will produce a general 
improvement. So will the use of dramatization in the study of 
Shakespeare or Goldsmith, in the study of dramatic poetry, or 
dramatic passages of fiction. 

A literary society, either voluntary or required, is a con- 
structive factor in promoting good English, provided its 
programs are made the main interest of the meetings. 

An occasional school play, intelligently selected, and con- 
scientiously coached, may also afford excellent training in the 
art of expression. 

Oral composition, however, is the most efficient and ready 
means of cultivating correct and dynamic speech. With most 
students accomplishment in oral expression is almost a pre- 
requisite of fluent and effective writing. This seems to be a 
repetition of the principle of the elementary school which 
requires that a theme shall be composed orally before it is 
attempted in writing. 

In all exercises in oral composition certain simple rules 
should be kept in mind, (a) The work must be sustained 
from week to week to bring results, (b) All exercises should 
involve an outline plan, however simple, (c) The composi- 
tions should be thought out completely beforehand, but not 
memorized, (d) Students should appear before the class, and 
should be taught to command the situation, not simply by 
holding attention, but by arriving at results, (e) A natural, 
erect, and purposeful bearing should be a constant aim. 

Sig. 2 



34 COURSES OF STUDY FOR THE 

SUGGESTED OUTLINE IN ORAL ENGLISH 

(Not a required element in the Course in English, but a suggested 
course of exercises that will greatly reinforce all the work of the English 
department.) 

FIRST YEAR 
First Term 

Practice in enunciation, articulation, and pronunciation. 

Training in proper placing of the voice. 

If possible, some attention should be given to physical 
exercises of the throat and to proper breathing. 

Exercises in simple pantomime for concentration of the 
mind and freedom of the body. 

Second Term 

Continue exercises of the first term. Supplement with 
others, developing management of the voice, projection of tone, 
breath control, etc. 

Practice in oral reading, assigned or at sight, such passages 
as give colloquial expressions or dialect, or are significant for 
beauty of thought. 

Practice in reading poetry in order to get the rhythm with- 
out singsong efect. In all reading the speaker, by bearing, 
voice, and manner should hold the attention of the audience. 

SECOND YEAR 
Third Term 

Continue exercises in reading, both prose and poetry. 
Pupils should learn to feel the music of poetry, rhythm and 
meter, and to read it with naturalness and ease. Good musical 
passages are found in Lowell's "The Vision of Sir Launfal," 
Coleridge's "The Rime of the Ancient Mariner," Poe's "The 
Raven," and "Annabel Lee," Shelley's "The Skylark," and 
Tennyson's "The Lotus Eaters." 

Practice in the delivering of memorized selections. 

Practice in interpretation of character and impersonation 
of a single character. 

Fourth Term 

Begin work in informal speaking, narrating of personal 
experiences, How to make and How to do. (This could some- 
times be supplemented by pantomime.) 

Practice in organizing meetings and carrying on business. 
Study and practice in parliamentary law. (This would fit in 
well with work in civics and history.) 



HIGH SCHOOLS OF OREGON 35 

THIRD YEAR 
Fifth Term 

Continue and develop work in public speaking. 

Practice in informal speeches, toasts, and impromptu 
speeches, if they can be managed with success and profit. 

Advance to more formal speeches, political, popular; lec- 
tures and debates on public questions, or those of local or school 
interest. 

The test of success here is interest of the audience. The 
speaker must be interested in his subject and have his material 
well in hand, and speak in a free, easy, lively manner. 

(This work offers splendid opportunity for developing 
constructive criticism in the pupils.) 

Sixth Term 

Continue and develop debate and public speaking. Care- 
fully prepared outlines should be required of all students 
whether they speak or not. 

Continue and develop dramatic interpretation. Practice 
writing in dramatic form and reproducing scenes from litera- 
ture — good passages for this can be found in George Eliot's 
"Silas Marner," Dickens' "A Tale of Two Cities," some of 
Stevenson's novels, and Chaucer's "Prologue." 

Interpretation and presentation of dramatic poems. Good 
examples for individual work are found in Tennyson's "Locks- 
ley Hall" poems, and in Browning's simpler dramatic mono- 
logues. Of course, Shakespeare offers numberless selections. 
(If these are too difficult, the teacher can easily find simpler 
ones that possess dramatic qualities.) 

COOPERATION IN ENGLISH TRAINING 

Teachers can cooperate in securing better English, both 
oral and written, on the part of all students by following such 
directions as these : 

1. Insist on: 

a. Topical recitations. 

b. Complete answers to questions. 

c. Logical arrangement of ideas. 

d. Distinct enunciation of words. 

2. Combine assignments in English and other subjects for 
special research and report. A report on "The Commercial 
Uses of Sand" or "The Chemistry of Bread Making" may well 
serve the purpose of study in both the Science and English 
classes. 



36 COURSES OF STUDY FOR THE 

3. Arrange occasionally to have the papers of English 
students, written for other classes, reviewed by the English 
teacher. 

4. Let all teachers grade papers for English, either by giv- 
ing them a separate mark for the workmanship of expression, 
or by combining this with the grade for subject matter. 

5. Compile lists of misspelled words and misconstructions, 
most frequent of occurrence, for drill in English classes. 

6. Set an example of alert but kindly effort to neutralize 
the bad effects of the street and the illiterate home by 
practicing a more nearly perfect language art. 

7. Realize that teachers of English have the most vital, 
human, and abundant subject in the school curriculum; that 
the English language is the greatest in the world, having out- 
stripped in growth and power all other European languages; 
that English literature is the most beautiful and inspiring of 
world literatures; and that all who speak this language and 
read this literature should do so with love and pride. 

FOURTH YEAR 

Seventh Term 

Continue advanced work in debate and public speaking. 
Pupils should be able to select and organize material. All work 
should be given before the class without more than the briefest 
notes and without having formally committed the speeches. 

Eighth Term 

Practice in writing simple dramatic scenes, or a complete 
drama with proper action, staging, etc. 

Good exercise could be found in the production of a drama 
by pantomime. The test of success here should be not so much 
action as clearness of plot. 

Production of plays, as often as the judgment of the teacher 
or rules of the school permit, would be helpful. 

In cities large enough to offer the opportunity, the pupils 
might derive much benefit from visiting the theatre and 
reporting on such plays as are suggested by the teacher. 



HIGH SCHOOLS OF OREGON 37 

Mathematics 

ALGEBRA 

GENERAL SUGGESTIONS 

a. All definitions should be explained by the teacher, 
formally memorized by the pupil and frequently applied. 

b. In all of the abstract work, drill is the essential feature. 
Much blackboard and seat work during the recitation period 
will secure accuracy and rapidity. The exercises in the 
adopted text should be supplemented by a large number from 
other texts. "Skill comes by doing," is nowhere more applica- 
ble than in acquiring facility in the abstract operations in 
the fundamentals of algebra. 

c. Before assigning work, introduced for the first time, 
the teacher should give sufficient insight into the operations 
to permit the pupil to approach the preparation of the lesson 
with some degree of confidence. 

d. The progress of many pupils in the solution of thought- 
problems is slow and difficult. Yet progress is always possible 
if the pupil is first taught to express himself in the language 
of algebra, and the problems are based on familiar ideas. 
Getting into the swing of the reasoning process may come 
slowly, but it will come surely if the teacher patiently illus- 
trates, where the ideas are obscure. 

The following apportionment of the text by weeks, is sug- 
gestive only, as the previous preparation of the pupils, and 
their aptitude for the subject, must modify the distribution 
of the time : 

1. Pages 1 to 34. 
2-3. Pages 34 to 54. 
4-9. Pages 54 to 96. 
10-11. Pages 96 to 111. 
12-18. Pages 111 to 154. 

At the end of the eighteenth week, a pupil should be able 
to recognize at sight, the different types of factoring, and 
have a secure grasp of their forms and methods. Without such 
technical skill, progress in the subject must be difficult. 

19. Pages 154 to 160. 

20-24. Pages 160 to 185. 

25-29. Pages 185 to 206. 

30-31. Pages 206 to 221. 

32-36. Pages 221 to 244. 

37-44. Pages 244 to 280. 

45-47. Pages 280 to 297. 



38 COURSES OF STUDY FOR THE 

48-54. Pages 297 to 250 and pages 281 to 386. 

(Omit pages 297 to 303, inclusive.) 

With the average class, the remaining portions of the text 
should not be attempted unless another half year be devoted 
to it. 

GEOMETRY 
General Suggestions 

a. Definitions should be explained by the teacher, memo- 
rized by the pupil, and applied as they are needed. 

b. Require from the pupil, always, a complete proof, to 
prevent the serious error of permitting him to feel contented 
with loose and slipshod reasoning, which prevents the main 
purpose of the instruction in geometry. 

c. Ample opportunity for cultivating the originality, and 
exercising the ingenuity of the pupil, are found throughout the 
text. Time may not permit the working out of all the exer- 
cises; but from one-third to one-half of the whole number 
should be solved. The teacher should change the selections 
from year to year. 

d. To prevent the pupils memorizing the proofs, require all 
figures to be numbered differently from those on the text. 

e. For the first month, not more than one or two proposi- 
tions should be assigned in advance, with several always in 
review. As a pupil finds himself in the subject, he will 
work understandingly and confidently. 

First half-year, Brooks I and II. 
Second half-year, Brooks III, IV and V. 
Third half-year, Brooks VI and VII. 



HIGH SCHOOLS OF OREGON 39 

Science 

The physical sciences teach us to understand how Nature 
works in producing her various changes not involving life. 
After learning the rules of Nature's operation, the next step is 
often to adapt them to our own uses. Science, rightly studied, 
is not a burden to the memory, but an answer to the perpetual 
"Why?" of youth — an aid to the understanding. 

Effort should be made to get from the pupil simple, direct 
statements with few qualifications and no useless or ambiguous 
words. This training in exact statement tends to form definite 
and lasting conceptions of the processes studied. 

The sciences of physics and chemistry, and, to a less extent, 
physical geography, have been developed by intelligently ques- 
tioning Nature through experiments. The performance by the 
pupil of some of these experiments, illustrating fundamental 
processes, is nowadays considered essential to impress the facts 
involved on his mind, and to make them a part of his experience. 
The pupil should arrange the apparatus, control the experi- 
ment, draw his own conclusions and make a permanent record 
of his work in a notebook. A record of field-trips should be 
kept in the same notebook. 

Many good lecture-room experiments are included in the 
text and the instructor should perform as many of them before 
the class as time and equipment will permit. However, things 
done by the pupil himself are better remembered than those 
seen ; but things either seen or done make more lasting 
impressions than those read about. 

The following schedules have been arranged with the idea 
that two of the five weekly recitation periods will be devoted to 
laboratory work. 

Occasional field trips should be taken in each of the 
sciences, investigating the natural features of the neighborhood 
in physical geography ; and power plants, gas works, factories, 
filter plants, etc., in chemistry and physics. If these trips 
occasionally take the form of class picnics, so much the better. 
' The schedules for physical geography, physics and chem- 
istry require sixteen weeks each term. The remaining two 
weeks may be devoted to review, and the laboratory work can 
profitably be suspended during this period. The fine print in 
the texts, except the lecture-room experiments and descriptions 
of devices depending on principles studied, may be omitted 
until review and then taken up as far as time permits. 

The teacher will get much assistance on the pedagogic side 
by reading on this subject in Smith and Hall's Teaching of 
Chemistry and Physics, Mann's Teaching of Physics, and John- 



40 COURSES OF STUDY FOR THE 

son's High School Education (a chapter on each of the three 
sciences). School Science and Mathematics, a monthly maga- 
zine, also contains much valuable material for the teacher. 

PHYSICAL GEOGRAPHY 

The study of man's larger home, the earth, will interest any 
normal pupil when the details are never allowed to become 
detached from his experience or understanding. The familiar 
should always be an island of knowledge whose shores are 
constantly extended by study and illustration. 

A tendency of pupils to learn without believing — at least 
without visualizing — should be guarded against. The most 
should be made of local physiographic features, mineral depos- 
its, etc., not alone for their own sake, but also because they are 
probably typical and give very definite impressions when the 
points of interest are properly emphasized. 

As a general reference book, Salisbury's Physiography is 
excellent. The National Geographic Magazine, a popular 
monthly magazine describing countries and peoples in well- 
written and illustrated articles, will be a valuable addition to 
the school library. Most of the other books referred to are on 
the list compiled for high schools by the Oregon State Library. 
Of these Thomas Condon's Oregon Geology is indispensable 
and should be used freely to make local the general discussions 
of the text. A great deal of material on the Pacific Coast states 
will also be found in Fairbank's Practical Physiography. 

First Term 

(1-34) The earth's relation to the solar system, and its 
motions. Two weeks. 
See M. E. Martin's The Ways of the Planets. 

(35-39) Map drawing. One week. 

See Mill's International Geography. 

The topographic maps of the U. S. Geological Sur- 
vey, covering the local district, and others from 
time to time, should be secured and mounted on 
cardboard. 

(40-99) Ground water and rivers. Four weeks. 
See Salisbury's Physiography. 

(100-137) Lakes. Three weeks. 

See T. C. Russell's Lakes of North America; also 
Diller's Geological History of Crater Lake (U. S. 
Geological Survey). 



HIGH SCHOOLS OF OREGON 41 

(138-168) Glaciers. Two weeks. 

Seek evidence of glaciers in your neighborhood. 
See Condon's Oregon Geology; also T. C. Russell's 
Glaciers of North America. 

(169-196) The ocean. Two weeks. 

See Sir John Murray's The Ocean. 

(197-234) Shorelines. Two weeks. 

See Salisbury's Physiography. Emphasize the 
effect of harbors on the development of a 
district. 

Second Term 

(235-273) The land. Three weeks. 

A rock and mineral cabinet should be freely used to 

familiarize the pupil with the more common 

forms. 
Emphasize the identification of local types. 
See W. 0. Crosby's Common Minerals and Rocks; 

also The Mineral Resources of Oregon, published 

by The Oregon Bureau of Mines and Geology. 

(274-308) Physiographic agencies. Two weeks. 

See E. J. Houston's Wonder Book of Volcanoes and 
Earthquakes. 

(309-347) Physiographic features. Three weeks. 

See "Relief Features" in Salisbury's Physiography. 

(348-399) The atmosphere. Four weeks. 

See E. J. Houston's Wonder Book of the Atmos- 
phere. 

The daily weather maps from the U. S. Weather 
Bureau should be subscribed for and studied in 
this connection. They are free. 

(408-448) Geography of plants, animals, and man. Three 
weeks. 
See Tarr's Economic Geology of the United States. 

(449-476) Physiographic regions of the United States. One 
week. 
Review. Two weeks. 



42 COURSES OF STUDY FOR THE 

PHYSIOLOGY AND HYGIENE 

GENERAL INSTRUCTIONS 

I. Personal and public hygiene are of the most importance 
in this course. Anatomy cannot be taught in the high school. 

II. Get the pupils to observe their own habits ; to try simple 
experiments to test theories; and to take a personal interest 
in health problems of the home and the community. 

REFERENCE BOOKS 

Martin — Human Body. 
Bryce — The Laws of Life and Health. 
Pyle — Manual of Personal Hygiene. 
Sadler — Science of Living. 
Sadler — Cause and Cure of Colds. 
LeBosquet — Personal Hygiene. 
Gulick — Hygiene Series. 
Elliott — Household Hygiene. 

Delano — The American Red Cross Textbook on Elementary Hygiene 
and Home Care of the Sick. 

OUTLINE OF COURSE IN PHYSIOLOGY AND HYGIENE 

First Six Weeks 

I. General Structure of Body Cells, Tissues and Organs. Chap- 

ter I. 

II. Digestive System. Chapters V, VI, VII. 

a. Organs, glands, secretions, and their work. Have the 
pupils make out a table showing the complete process of diges- 
tion of the various food stuffs. 

b. Hygiene of digestion. Emphasize (1) the selection of 
proper foods; (2) the necessary amount of foods and the 
effects of over-eating ; (3) proper mastication ; (4) the effect 
of posture on digestion; (5) use of water and the amount 
necessary; (6) care of the teeth ; (7) prevention of the diseases 
of the digestive tract. 

III. Absorption, Circulation and Assimilation of Food Ele- 

ments. Chapters VIII to XL 

a. Process of absorption; structure of the blood, blood 
vessels, and heart ; flow of the blood over the body ; exchange 
of the elements in the process of assimilation in the cells. 

b. Hygiene of the circulatory system. Emphasize the habits 
that affect the condition of the blood, blood pressure and heart 
action ; the exercises that help to regulate circulation ; the care 
of wounds. 



high schools of oregon 43 

Second Six Weeks 

IV. Respiration. Chapters XII, XIII. 

a. Structure of the respiratory organs and the voice box; 
the mechanism and chemistry of respiration. 

b. Hygiene of respiration. Emphasize (1) the proper 
method of breathing; (2) the benefits of good posture, deep 
breathing, loose clothing, exercise, the out-door life; (3) ven- 
tilation of buildings; (4) prevention of diseases of the respira- 
tory organs. 

V. Excretion. Chapters XIV, XV. 

a. Structure of the excretory organs, and the skin ; process 
of excretion and the uses of the skin. 

b. Hygiene of excretion. Emphasize (1) the proper kinds 
and amounts of foods; (2) drinking of sufficient water; (3) 
care of the skin, hair, nails ; (4) effects of cold, warm, and hot 
water baths; (5) proper clothing; (6) prevention of diseases 
of the skin and the excretory organs. 

VI. Nervous System. Chapters XVIII, XIX, XX. 

a. Structure of the brain, spinal cord and the nerves; the 
processes of nerve impluse and reflex action. 

b. Hygiene of the nervous system. Emphasize the processes 
of habit forming, brain development and control ; the effect of 
stimulants ; the relation of the nervous system to all the other 
systems of the body; the effect of good posture, exercise and 
right living ; causes of insanity, paralysis, nervous prostration, 
etc. ; necessary every-day habits for the right development of 
the nervous system, and the prevention of the nervous diseases. 

Third Six Weeks 

VII. Skeletal System. Chapter XVI. 

a. Structure of the bones, joints, ligaments and cartilage. 
The location of the principal bones. 

b. Hygiene of the skeletal system. Emphasize the care of 
injuries to joints and bones; the effect of shoes upon the foot; 
effect of corsets upon the developing bones of the young girl ; 
the necessity for correct posture. 

VIII. Muscular System. Chapter XVII. 

a. Structure and use of muscles; the location of the most 
important muscles; the relation of the nervous system to the 
muscular; etc. 



44 COURSES OF STUDY FOR THE 

b. Hygiene of the muscles. Emphasize the need of exercise 
and the different kinds of exercise for the different sets of 
muscles ; the effects of good and bad posture, etc. ; the preven- 
tion of diseases of the muscles. 

IX. Special Sense Organs. Chapters XXI, XXII. 

a. Eye. Take up briefly the structure of the eye and the 
formation of images but emphasize strongly the care of the 
eyes, especially of children ; the kind, location, and the amount 
of light ; the proper lighting of the home and all public build- 
ings ; the danger of neglect of the eyes ; the effect of imperfect 
eyes upon general health. 

b. Ear. Structure of the ear and the perception of sound. 
Emphasize the effect of colds, sore throat, etc., upon the ear ; 
the danger of the neglect of the ear, of the young especially ; 
and the general care of the ear. 

X. Public Health. 

Emphasize the relation of personal habits to public welfare ; 
the work of the public health department; sanitation of the 
home, and the city; care of foods, water, ice, etc.; regulations 
in regard to infectious diseases, garbage, sewage, etc., proper 
constructing, lighting, and heating of all buildings ; extermina- 
tion of the house fly, the rat, etc., and all of the peculiar health 
problems of the community. 

BOTANY 

GENERAL INSTRUCTIONS 

I. Because of the lack of time, omit Chapter XXVI of 
Bergen and Caldwell's Practical Botany; use Chapters XX- 
XXV, inclusive, for reference only ; and omit minor details in 
all other chapters. 

II. Instead of teaching a lot of facts about many plants, 
teach the principles of the functions of plants, the general 
characteristics of the main groups of plant forms, and the 
relations of plants to man. 

III. Follow the suggestions concerning plant forms as given 
in the outline of the biology course. 

REFERENCE BOOKS 

Coulter — Textbook of Botany for Secondary Schools. 

Duggar — Plant Physiology. 

Grout — Mosses With a Hand-lens. 

Sweetser and Kent — Key and Flora to Bergen's Botany. 

Andrews — Practical Course in Botany. 

Sargent — Plants and Their Uses. 

Frye — Northwest Flora. 



HIGH SCHOOLS OF OREGON 45 

Sweetser — A Popular Description of the Common Oregon Ferns. 

Conn— Bacteria, Yeasts, and Molds in the Home. 

Mathews — -Familiar Trees and Their Leaves. 

Sudworth— Forest Trees of the Pacific Slope. 

Georgia — Manual of Weeds. 

Farmers' Bulletins, United States Department of Agriculture. 

Forest Service Bulletins, United States Department of Agriculture. 

OUTLINE OF THE COURSE IN BOTANY 
First Six Weeks 

I. Cell Structure. 

Introduce the course by a brief demonstration of cells. 
Take up the structure of protoplasm, its composition and 
powers. 

II. Structure and Work of the Parts of the Seed Plants. Chap- 

ters II-IX. 

a. Roots for absorption, anchorage and storage. (1) 
Structure of the root tip, root hairs, cross and lengthwise 
sections of fleshy roots. (2) Composition of the soil, fertili- 
zers, drainage, tillage and water supply, irrigation, etc. 

b. Leaves for respiration, transpiration, and photosynthesis. 
(1) Structure of the epidermis and stomata; cross-sections to 
show internal structure, chloroplasts, and veins. (2) Process 
of respiration, use and operation of stomata; food manufac- 
ture. (3) Leaf adaptations for work and special conditions 
(pages 55-71). 

c. Stems for support, circulation, and as an aid to the leaves. 
(1) Structure of buds, epidermis, and bark. (2) Internal 
structure of the stems of annual and perennial dicotyledons 
and monocotyledons. (3) Transport of the soil water and 
manufactured food ; adaptations for special conditions. 

d. Flower for reproduction. (1) Structure and use of 
parts of a typical flower. (2) Pollination, fertilization and 
seed and fruit formation. (3) Special adaptations for self 
and cross pollination; insect and wind pollination. (4) Seed 
structure and development. (5) Seed distribution. Have the 
pupils make large collections, showing the adaptations for 
dispersal of seeds. 

Second Six Weeks 

III. Economic Phases of the Study of Plants. 

a. Plants useful to man for food, clothing, lumber, medi- 
cines, dyes, oranmentation, etc. 

b. Plant breeding; grafting and other means of artificial 
propagation ; pruning ; etc. 

c. State and national problems connected with forestry, 
agriculture, and horticulture. 



46 COURSES OF STUDY FOR THE 

IV. Classification of Plants. 

a. Bacteria. Use many practical demonstrations and have 
the pupils work up the various topics in written papers. 

b. Algae. Oscillatoria, Spirogyra, Pleurococcus, Diatoms, 
Vaucheria, Chara, and Fucus are the best forms to show the 
development from the simple forms to the more complex, and 
the methods of reproduction. Have pupils collect the material 
used. 

c. Fungi. Spend at least two weeks on this group. Empha- 
size the fungi of the home, as the molds ; the fungi of the farm 
crops, as the mildews, blights, smuts, rusts, etc. ; the fungi of 
the trees, as the lichens, pore and gill fungi, etc. Take up their 
life histories, preventative and curative measures. 

d. Mosses. Show the various stages in the life history. A 
collection of mosses is profitable, if time allows. 

Third Six Weeks 

e. Ferns. Treat as with the mosses. 

f. Gymnosperms. Structure of the flowers and cone of the 
Oregon fir. Teach the pupils to recognize all the gymnosperm 
trees of the vicinity. 

g. Angiosperms. Use Sweetser's Key and Flora to acquaint 
the pupils with the flowering plants of the vicinity. Instead 
of each pupil making a herbarium, have each add a few new 
specimens to a school collection. Extra specimens can be 
exchanged with those of other schools of other localities, and 
so enlarge the school collection. Acquaint the pupils with the 
native trees and the noxious weeds. 

Select typical flowers in the various families for careful 
analysis in the laboratory, and then have the pupils find as 
many others in those families as possible. Press and mount 
specimens of flower and leaf in the notebook beside the 
drawings. 

BIOLOGY 

GENERAL INSTRUCTIONS 

I. Teach from life, and use the textbook more as a reference 
book. 

II. The instructor must look over the entire year's work and 
stock the laboratory with necessary material. Use only fresh 
material whenever possible. 

III. At the opening of school, have the pupils bring in col- 
lections of the following, credit being given for such : 

1. Leaves, fruit, and wood of the common trees; flowers to 
be added in the spring and summer. Press the leaves 
and dry or preserve the fruits. 



HIGH SCHOOLS OF OREGON 47 

2. Common noxious weeds, their flowers and fruits. 

3. Insects of all kinds. Many of the typical insects should 

be preserved in formaldehyde for future use. 

4. Moth and spider cocoons and butterfly chrysalises. 

5. Old wasps' nests and birds' nests. 

6. Fern spores and prothallia. Moss capsules. 

7. Large frogs, toads, earthworms, etc. 

8. Destructive fungi, such as: Rose, willow, and grapevine 

mildews ; oat and corn smut ; wheat rust ; apple scab ; 
plum and peach rot; pore and gill fungi on forest and 
fruit trees ; insect galls ; etc. 

9. Live cabbage worms. Keep these feeding on cabbage leaves 

and they will soon complete their entire metamorphosis. 
10. Mushrooms and toadstools. These can be dried and 
moistened again when needed. 

IV. At different times during the first two weeks, start 
corn, bean, pea, and squash seeds in damp sand or sawdust; 
these to be used to illustrate stages in plant development. 

V. Each pupil should have a convenient blank page note- 
book for recording observations by large, outline drawings, 
well labeled; and for tables, outlines, summary notes, etc. 
Long detailed notes are not advisable. Use 5H or 6H drawing 
pencil. 

VI. When a pupil shows particular interest in any phase 
of the work, give him a chance to do extra work along that 
line, giving him extra credit, of course. 

VII. After the completion of any portion of the work, as 
outlined, give the pupils a list of questions for their review and 
summarizing of that portion. 

VIII. Necessary laboratory equipment : (1) several hand 
lenses; (2) one compound microscope, at least, with -/> and 1-6 
objectives; (3) package of safety razor blades; (4) insect cage 
of wire gauze; (5) small sand boxes for quick germination of 
seeds; (6) battery or regular aquarium jars for holding water 
plants and animals; (7) preservation jars (Mason or Economy 
can be used) ; (8) formaldehyde for preserving specimens; 

(9) potassium cyanide for killing insects; (10) plant press; 

(11) potted plants, such as petunia, geraniums, wandering jew 
and hyacinth. 

IX. Because of the nature of the work and the differences 
in equipment, it is impossible to divide the work uniformly, 
but the first six weeks should probably include work to "Assim- 
ilation and growth," under "Life functions" ; the second six 
weeks to "Insects," and the third to "Vertebrates." 



48 COURSES OF STUDY FOR THE 

REFERENCE BOOKS 

Doane — Insects and Disease. 
Comstock — Insect Life. 
Chapman — Bird-life. 
Hodge — Nature Study and Life. 
Jewett — The Next Generation. 
Jordan, Kellogg and Heath — Animal Studies. 
Reed — Western Bird Guide. 

Lord — First Book Upon the Birds of Oregon and Washington. 
For books on plants and man, consult the suggestive lists in the out- 
lines for Botany and Physiology courses. 

OUTLINE OF THE YEAR'S COURSE IN BIOLOGY 
First Term 

I. Introduction. Chapter I, Hunter's Essentials of Biology. 

a. Scope of Biology. Emphasize the fact that man is the 
highest form of life and that biology is especially concerned 
with all life that is closely related to man and his activities. 

b. Benefits of the study of life. Get the pupil to realize that 
his aim in life should be to attain to his greatest efficiency and 
to help, not hinder, his fellowmen to be efficient. A list of 
professions and occupations that require a knowledge of biology 
can be introduced here. 

c. General similiarities in plants, animals and man. From 
the pupil's own knowledge and observations, arouse his interest 
and curiosity in various forms of life and their activities. 

d. Relation of plants and animals to man. Have pupils 
make a list of the ways plants and animals are of benefit to 
man directly or indirectly. 

II. Structure of Living Things. 

a. Cell structure (Chapter III, Text). Gross structure of 
cells can be easily shown by the pulp of orange; cross-section 
of any succulent plant ; moss leaves or thin onion skin under the 
low power of the microscope ; skin of a toad or scrapings from 
the inner surface of the human cheek ; human blood under high 
power, etc. To show detail structure, showing the movement 
of the protoplasm, cut thin sections of a young tomato or 
petunia stem and examine large hairs under the high power 
objective of the microscope. 

III. Life Functions of Seed Plants. 

Make these very clear here, and the human functions will 
be understood more readily. 

a. Absorption of food elements. (1) In tabular form, have 
pupils record the most important food elements, the source of 
each and the use made of each (Chapters II and VII). 
(2) Adaptations for absorption (Chapter VII, Text). Root 



HIGH SCHOOLS OF OREGON 49 

structure can be shown by corn seedlings germinated on wet 
blotting paper ; by wandering jew slips, growing in water ; by 
fleshy roots, as the carrot ; by the tap root of any small herb. 
Examine the small roots of the seedling under the low power 
to see the root-tip, and crush it to find the fibro-vascular 
cells in the center. 

b. Respiration and transpiration (Chapter IX, Text). 
(1) General explanation of these functions. (2) Adaptations 
(Chapter IX). Strip the epidermis from a hyacinth, begonia, 
or geranium leaf to show stomata. Cross-sections of leaves 
can be obtained by tightly rolling a firm leaf, such as the 
English ivy, and then shaving off thin slices. Transpiration 
can be shown by placing a small potted plant under a large 
jar, first covering entire pot and soil with rubber cloth. 

c. Starch making (Chapter IX). Chloroplasts can easily be 
shown in the sections of the leaf suggested above. Effect of light 
can be shown by placing a young plant in dark for several days. 

d. Circulation (Chapter VIII). (1) Substances in circula- 
tion ; the direction and cause of the flow. By placing seedlings 
and young shoots of any succulent plant in red ink or a saf- 
franin solution for a few hours and then cutting cross and 
lengthwise sections, the course of circulation can be demon- 
strated. (2) Adaptations. The structure and arrangement 
of the fibro-vascular bundles can be best shown by thin sections 
of young corn stems and old squash stems. 

e. Assimilation and growth. The process of oxidation and 
transforming of food elements into cell substances, to cause 
cell growth, should be emphasized and made very clear here. 
The process of the division of cells, causing the increase in 
tissues, can be best shown by permanent mounts of root tips 
which can be obtained from a scientific supply house. 

f. Reproduction (Chapters IV, V, VI). (1) Formation of 
the seed in the flower. Use the largest, simplest flowers for 
demonstration. (2) Seed structure. Use soaked corn, bean, 
pea, and squash seeds. (3) Seed dispersal. Use material col- 
lected by the pupils at the beginning of school, and any fresh 
material available. (4) Seed development. Seedlings, pre- 
viously germinated in sand boxes, should be now ready to show 
the various stages of development. Detail structures should be 
passed over rapidly but the principles of reproduction, embry- 
onic protection, and transmission of parental characteristics 
should be strongly emphasized. 

IV. Forms of Life. 

a. Outline of the classification of plants (Page 157, Text). 

b. Outline of the classification of animals. The classifica- 
tion given by Dr. Jordon, and others, in "Animal Studies," may 



50 COURSES OF STUDY FOR THE 

be used, if simplified. These outlines, of course, are not to be 
committed to memory, but are merely an aid to systematizing 
the work. 

V. Study of the Microscopic Water Plants and Animals. Chap- 

ters XI, XV. 
Have the students bring in jars of stagnant water with the 
water scums, and other small water plants and animals; also 
any green stain on old fences, wet stones, etc. By this time in 
the fall, many should be forming spores. The following points 
should be emphasized : (1) General structural characteristics 
and comparison of the various forms. (2) Habitat, and food 
requirements. (3) The rapid asexual reproduction and the 
beginning of the more complex sexual reproduction, and the 
need of such method. (4) Those forms of special economic 
importance. 

VI. Study of the Sea Forms of Life. 

Every school in a sea-coast state should have a good collec- 
tion of preserved sea weeds, starfish, shells, etc. 

a. Sea algae. Acquaint the pupils with such forms as Ulva, 
Alaria, Laminaria, Nereocystis, Postelsia, and Fucus. The 
reproduction of Fucus is easily shown by cross-sections of the 
swollen tips. 

b. Sponges, corals, etc. Examine bits of the commercial 
sponge under the microscope. Use the fresh water hydra to 
show structure of the coral polyp. 

c. Mollusca. Use any fresh water forms of clams, slugs, 
snails, etc., if no sea forms are available. 

d. Starfish. Use specimens preserved in formalin, and not 
the boiled and dried ones. Structural developments should be 
shown by careful dissection. 

e. Sea Crustacea. Use fresh water crawfish, and compare 
with the sea forms. 

With all these forms, take up the gross structure, the adap- 
tations for the life functions, the increase in complexity of 
tissues and organs, the food and life habits, and the economic 
importance of each group. 

VII. Study of Insects. Chapters XIX, XX. 

There should be sufficient preserved material for each stu- 
dent to observe for himself the structural characteristics of the 
main orders of insects. Points to be emphasized are: (1) Life 
histories of the typical insects of the main orders. (2) Life 
functions and the adaptations for those functions. (3) Eco- 
nomic importance of the different insects ; protection of the 
forest and fruit trees, farm crops and ornamental plants ; the 
destruction of the disease-causing insects, such as the house 
fly, mosquitoes, etc. 



HIGH SCHOOLS OF OREGON 51 

Considerable time should be spent upon this study. Have 
the pupils do as much reference work as possible, writing 
papers and making tables. The work upon the insects cannot 
be completed until spring, but observation charts can be 
started at this time, to be completed later. 

VIII. Spiders ami Their Allies. 

Only a comparison of structural features is necessary, but 
the economic importance should be made clear. 

IX. Worms. Chapter XVII. 

Emphasize the peculiar adaptations, life habits and the 
economic importance. Specimens of various kinds of common 
worms should be in the laboratory. 

X. Fungi. Chapters XI, XIII. 

a. Bacteria and yeasts. Have the pupils bring from home 
examples of the work of bacteria in decay and beneficial fer- 
mentation. Require papers on such topics as, "The protection 
of the home against bacteria," "The protection of the city 
against disease bacteria and other germs," "The process of 
pasteurization." Demonstrate the work of the root tubercles 
of the clover. 

b. Molds. Put damp slices of old bread into a warm dark 
place, about two weeks before molds are needed. Keep old 
spores over for next year and mold can be grown in a few days. 
Have pupils bring specimens of fruit, leaf, and other molds. 
Emphasize the preventative measures. 

c. Fungi destructive to useful plants. Acquaint pupils with 
the common mildews, blights, smuts, rusts, rots, etc. Their 
time and method of attack; their growth, reproduction, and 
distribution should be made very plain, and the preventative 
and curative measures emphasized. 

d. Fungi destructive to trees. Because of our great lumber 
industry, these fungi should be strongly emphasized. Acquaint 
the pupils with such forms as the pore and gill fungi and the 
means of cure and prevention. 

e. Other common fungi. The lichens, puffballs, mushrooms, 
etc., should be briefly studied, with some microscopic exami- 
nation. 

f. Mosses, ferns, horsetails, etc. The life histories of these 
may be taken up here, if there is sufficient material in the 
laboratory for demonstration; but, preferably, leave, until 
fresh material can be obtained. 

Second Term 

I. Vertebrates. Chapter XXII. 

A careful dissection of a large frog and a fish should be 
done by the instructor or, preferably, by the pupils. No ana- 
tomical details are necessary, but the structural adaptations 



52 COURSES OF STUDY FOR THE 

for the life functions should be made clear. The circulation 
can easily be shown by exposing the heart in a fleshy, chloro- 
formed frog and by examining the thin skin between the toes. 
In the study of the different groups, emphasize the 
following : 

a. Structural adaptations for obtaining food and air, for 
protection, and for any pecular life habits. 

b. Habitat and peculiar modes of living. 

c. Development of the sense organs. 

d. Reproduction. The stages in the development of the 
salmon may be obtained from the State fish hatcheries. The 
eggs of the frog can be made to mature in the laboratory by 
feeding the tadpoles with water from some quiet pond. Keep 
a little duckweed in water, also. Secure the use of a sitting 
hen and show the daily development of the chick. Emphasize 
the facts of the care of the young, the inheritance of parental 
characteristics, etc. 

e. Forms of special value to man. Make a study of the 
conservation of our food fish, birds and wild game. 

f. Forms harmful to man. Study the extermination of the 
destructive rodents, the injurious birds, etc. 

g. Industries, such as those dealing with fish, wool, furs, 
hides, dairy products, poultry, etc. 

II. Man, the Highest Expression of Life. Chapters XXIII, 
through XXIX. 

a. Man's subjugation of other forms of life. Have the 
pupils make out a complete list of the useful and harmful plants 
and animals, and the ways in which they are useful or harmful. 

b. Comparison of man's life functions with those of other 
animals. 

c. Structural adaptations. In a biology course, human 
anatomy should not be taught, but only the facts necessary to 
teach bodily development, control and adjustment. (1) Skele- 
ton. Comparison with other vertebrates. (2) Position and 
use of the organs. If there is sufficient time, a dissection of a 
cat, rabbit, or other small mammal would help to show the 
relative position of the larger organs. (3) Nervous system. 
Give great emphasis to this study, especially the mental activi- 
ties, habit formation, and nervous control. (4) Circulatory 
system. Care of wounds, burns, fainting, drowning ; methods 
of bandaging, etc. Examination of blood. Emphasize the 
dependency of the whole system upon proper condition of the 
blood and good circulation. (5) Sense organs. Emphasize 
their structural connection with the nervous system and there- 
fore with the entire body. 



HIGH SCHOOLS OF OREGON 53 

d. Essentials of man's physical development. (1) Food. 
Have the pupils make a diagram, showing the course of foods, 
and the changes that take place in the digestive tract. Discuss 
the kinds of foods, the amounts, combinations, and uses of 
foods. (2) Proper air supply. Explain the process of respira- 
tion; the use of air; the proper method of breathing; ventila- 
tion. (3) Water. Discuss the body's need of water; the 
process of excretion and the need of water for proper excretion. 
(4) Exercises. Discuss the effect on digestion, circulation, 
excretion, posture, right development of organs, etc. (5) Habit 
forming. Review the process of habit forming and discuss 
the effect of over-eating, lack of cleanliness of body, teeth, etc. ; 
the effect of the use of tobacco, alcohol, physical abuses. 
(6) Care of the special organs. (7) Mental efficiency. 
Emphasize the fact that physical and mental efficiency are 
interdependent. 

e. Man as a social being. Discuss the effect of personal 
hygiene upon the present and upon future generations; the 
regulations in regard to infectious diseases, garbage, sewage; 
inspection of public buildings as to lighting, cleanliness, fire 
protection, etc. ; extermination of the house fly, the rat, etc. ; 
the work of the public health department. 

The last month or more should be used for practical outdoor 
study of insects, fungi, birds, trees, flowering plants, and a 
general summarizing of the entire course, clinching the essen- 
tial principles of life and its activities. 

PHYSICS 

The familiar processes and devices of everyday life serve 
admirably to introduce the general principles of physics. When 
the principle has been thus established it may be shown how 
the ingenuity of man has applied the principle to the less simple 
devices which are a part of our modern life. No law or prin- 
ciple should be studied without abundant illustrative material 
from the pupil's experience. Even in electricity such material 
is available in the snapping of the fur on a cat's back when 
rubbed, the attraction of a rubbed rubber comb for small bits 
of paper, the lightning flash, the battery formed when metal 
touches the filling of a tooth, and several others. 

There is no satisfactory single reference book for physics 
since college texts are largely mathematical, whereas the high 
school treatment is descriptive. Magie's Principles of Physics 
is probably as good as any. 

The separate divisions of the subject are rich in literature 
and good books for each division are mentioned in the schedule. 
Black and Davis' Practical Physics is valuable for its descrip- 
tions of many modern appliances. C. R. Gibson's Scientific 
Ideas of Today is an excellent and interesting book. 



54 courses of study for the 

First Term 

(1-49) Units, air, and water. Four weeks. 

The usefulness and use of the metric system should 
be emphasized ; also the principles involved in 
barometers and pumps. 
See E. J. Houston's Wonder Book of the Atmos- 
phere. 
(50-115) Kinetic theory ; mechanics. Five weeks. 

The kinetic theory should be emphasized as the most 
generally useful theory in physics. Constant 
reference should be made to it in explaining heat 
transfer, expansion, magnetism, electricity, 
radium, and x-rays. 
See C. R. Gibson's Scientific Ideas of Today. 
(116-130) Thermometry, expansion. One week. 

See Ogden's Heat. Use in next two sections, also. 
(131-196) Work, energy, change of state. Five weeks. 
See Lodge's Eleme?itary Mechanics. 

(197-206) Heat transfer. One week. 

Analyze the action of an icebox, ice cream freezer, 
f ireless cooker, and thermos bottle. The heating 
and ventilating system of the school (or other 
public building) should be examined and 
discussed. 

Review. Two weeks. 

Second Term 

(206-217) Magnetism. One week. 

Have pupils discover as many reasons as possible 
for believing the molecular theory of magnetism. 
The text suggests at least nine. 
See Thompson's Elementary Lessons in Electricity 
and Magnetism. 
(218-239) Static electricity. Two weeks. 

See Lightning in New International Encyclopaedia. 

Thompson's book (above) should be freely used 

here and throughout the discussion of electricity. 

(240-266) Electric currents. Two weeks. 

Pupils should solve all problems in this chapter. 
By this means Ohm's law, the most important in 
electricity, will be mastered. 
(267-283) Effects of electric currents. One week. 

Modern incandescent and arc lighting should be 
emphasized ; also computation of electric bills on 
the watt-hour system. 



HIGH SCHOOLS OF OREGON 55 

(284-313) Induced currents. Three weeks. 

Electric light and telephone stations should be 
visited if possible. 
(314-350) Sound. Three weeks. 

See Barton's Textbook on Sound. 

Familiarity with and principles of band and orches- 
tra instruments should be emphasized. Any 
catalogue of musical instruments is serviceable 
in this work. 
(351-407) Light. Three weeks. 

Paragraphs 435, 436, 438, 444, 448 and 490 may be 
omitted without serious loss. The optics 
involved in the eye, eyeglasses, reading glass, 
camera, telescope, and microscope, should be 
emphasized. 

See Thompson's Light, Visible and Invisible. (Use 
in next section, also.) 
(408-426) Invisible radiations. One week. 

If possible, have a doctor demonstrate x-rays. A 
wireless station should be visited, if convenient. 

See Kaye's X-Rays, also Morgan's Wireless Teleg- 
raphy for Amateurs. 

Review. Two weeks. 

CHEMISTRY 

The study of Chemistry in the high school should not be 
undertaken, in general, except in the stronger four-year schools 
where adequate funds are available for competent instruction 
and for adequate equipment. It is better to concentrate the 
resources of the institution upon science work in physical 
geography, biology and physics until the time may come when 
the work in chemistry can be put in and handled well. 

Exceptionally it may happen that it is desirable to introduce 
a course in chemistry with limited laboratory facilities. Such 
cases might exist in communities where the local interest in 
chemistry is unusual or where a teacher well trained in this 
subject is available. For such cases the following suggestions 
regarding equipment will be of some help : 

The laboratory should be light and well-ventilated, and pro- 
vided with an abundant supply of running water distributed to 
several sinks. Wall cases or lockers should be available both 
for the general stocks of chemicals and apparatus and for the 
individual outfits of the students. The cases devoted to the 
purpose of shelving the general stocks should be under lock 
and key, the key to be retained by the instructor in charge. 



56 COURSES OF STUDY FOR THE 

The individual lockers should also be provided with separate 
padlocks so that responsibility for all materials can be 
fixed. 

A common kitchen table for each student in addition to the 
wall lockers will very well serve instead of the elaborate desks 
and lockers provided in general equipments of chemical labora- 
tories. These tables may have ordinary native wood tops and 
will last a long time if protected by a finish composed of the 
following ingredients and applied as indicated : 

Anilin Wood Stain 

1. Copper sulphate 1 part. 

Potassium Chlorate 1 part. 

Water 8 parts. 

Boil to dissolve, and apply two coats hot. 

2. Anilin 180 grams. 

Hydrochloric Acid — sp. gr. 1.2 — 270 grams. 
Water..... 1,500 cc. 

Apply two coats following No. 1, letting each coat dry alone. 
Finish with a cloth carrying raw linseed oil. 

Near each table a 5-gallon stone jar, obtained from the 
grocery store, will serve as a receptacle for all solid waste 
materials which can not be washed down the sinks. 

In most chemical manuals there is prescribed the doing of 
certain experiments with chlorine, gas, etc., which make the 
use of a fume closet or hood absolutely necessary. It is true 
that experiments of equal instructional value may be substi- 
tuted for these which will not give off objectionable gases, 
and this is recommended for those laboratories in which hoods 
are not available. Hoods can be rather easily constructed, 
however, from Portland cement, some brick and a window 
sash, the whole when done by local labor being inexpensive and 
quite effective, especially if connected with a flue already 
existing which may be warmed up by a stove or furnace. The 
connection between the hood and the flue can be made with 
ordinary six-inch stovepipe made of galvanized iron. Such a 
pipe, if well painted previous to installation, will have a life of 
as much as ten years. In cases where it is not possible to install 
a hood, by a proper choice of time, experiments frequently may 
be performed near an open window, the time being chosen so 
that there is a free circulation of air out of the window and 
aw r ay from the operators. 

A necessary part of every chemistry laboratory is a means 
for applying heat to the apparatus during the course of an 
experiment, and for this purpose where town gas is available 
nothing has been found better than the ordinary Bunsen 



HIGH SCHOOLS OF OREGON 57 

burner. A very good substitute for Bunsen burners can be 
made in which denatured alcohol serves as fuel, lamps such as 
are used in chafing dishes serving admirably for most purposes. 
These can be constructed in very serviceable form from flat, 
tin boxes such as are used for ointments, shoe blacking, etc., 
by filling such boxes with sand and cutting a circular hole in 
the cover. Regular alcohol lamps using wicks are still more 
convenient, while for high temperature work some form of 
alcohol blast lamp, such as is indicated in the subjoined list, 
must be used. For general heating purposes, in addition to 
Bunsen burners or alcohol lamps, an ordinary gasoline stove 
or a few electric hot plates are desirable. 

For chemistry work in general it is desirable to use distilled 
water, and this must be done where the local supply is hard, 
mineralized, or loaded with organic matter. In most Oregon 
localities, however, the water is naturally pure and soft, and 
for almost every purpose in first year work can be used without 
further' purification. A test for the sufficient purity of water 
for laboratory work would be the evaporation of a gallon or so 
in a clean enameled pan. Perceptible residue indicates that 
the water may be too heavily mineralized for the purpose in 
question. In such cases, an inexpensive form of still can be 
obtained which will supply all the water needed. 

The lists of chemicals and apparatus representing the min- 
imum requirements for doing the experiments which are indi- 
cated in the state texts, may be secured from the Superin- 
tendent of Public Instruction. 

The instructor should provide himself with some larger, 
standard chemistry. Smith's Introduction to General Inor- 
ganic Chemistry is excellent. Bailey's Textbook of Sanitary 
and Applied Chemistry and Duncan's Chemistry of Commerce 
are also good books for the chemical library. 

The text of McPherson and Henderson's Chemistry is 
divided into thirty-two chapters of fairly uniform content so 
that covering a chapter a week will finish the book in the 
allotted time. In most cases two recitations may well be put 
on the text and the third on the questions and problems 
(selected), and review. 

The points of contact of chemistry and daily life or human 
progress should be emphasized. The cycle of carbon, the fixa- 
tion of nitrogen, hard water, the chemical properties of soda, 
lye, etc., are topics of this nature. 

The group relationships of the elements are of great 
importance and if properly learned will greatly lessen the 
subsequent effort necessary to learn the properties of the 
elements. 



58 COURSES OF STUDY FOR THE 

Latin 

FIRST YEAR 

First Semester — Essentials of Latin; Pearson. 

First Six Weeks — Through Lesson XIII. 

Thoroughness should be insisted upon. 

The first and second declensions should be learned, and 
the differences and similarities in case endings noted. The 
drill in the declensions should not be confined to the examples 
given in the text. The conjugation of the verb sum, so far 
as it is given, should be mastered, as well as that of the active 
voice of the verb amo. Other verbs of the first conjugation 
should be used in drill work. 

The vocabularies should be carefully studied, and the pupil 
should be required to know the nominative and genitive singu- 
lar, the gender, and the declension of each noun, and the 
principal parts of all verbs. 

Emphasis should be laid upon the special uses of cases, as 
well as upon the cases following the different prepositions. 
Drill should be given in reading Latin, with special attention 
to the pronunciation and accentuation of the words. 

Second Six Weeks — Through Lesson XXVI. 

The second conjugation should be mastered, special empha- 
sis being laid on the features that distinguish it from the 
first conjugation. The passive voice of both conjugations 
should also be thoroughly learned, and the rest of the 
conjugation of the verb sum. 

In learning the third declension, the differences between 
the consonant and vowel stems should be carefully noted. The 
nominative singular form for all three genders of adjectives 
should be learned, and special notice taken of those cases in 
which the form is the same for different genders. 

All special uses of cases should be emphasized. 

Continue drill in reading Latin. 

Third Six Weeks— Through Lesson XXXVII. 

The third and fourth conjugations should be learned, the 
differences of the — io verbs of the third conjugation being 
noted. The following things should be emphasized during 
this time: Uses of the infinitive; demonstratives is and idem; 
relative qui; demonstratives hie and ille; irregular adjectives; 
interrogative quis; fourth declension. 

Continue drill in reading Latin. 



HIGH SCHOOLS OF OREGON 59 

Second Semester — Essentials of Latin; Pearson. 
First Six Weeks — Through Lesson L. 

The following things should be emphasized during this 
time: Irregular verb eo; locative endings; expressions of 
place; numerals; fifth declension; comparison of adjectives, 
regular and irregular; verb possum; personal and reflexive 
pronouns; possessive adjectives; indefinite pronouns; special 
uses of cases; comparison of adverbs. 

Second Six Weeks — Through Lesson LXIII. 

The following things should be emphasized during this 
time : Form, declension, and meaning of participles ; ablative 
absolute; formation and meanings of infinitives; indirect dis- 
course; deponent verbs; subjunctive mode; uses of subjunc- 
tive; substantive clauses. 

Third Six Weeks — Text completed. 

The following things should be emphasized during this 
time : cum clauses ; compounds of sum; imperative mode ; 
gerund and gerundive; conditional sentences; impersonal use 
of verbs; supine; various ways of expressing purpose; 
periphrastic conjugations. 

Throughout the year, as often as time permits, the reading 
selections following Lesson LXXVI should be used in class for 
sight reading. 

SECOND YEAR 
Caesar's Gallic War; Gunnison and Harley. 

First Semester — All of Book I and first seventeen chapters 
of Book II. 

Second Semester — Book II completed and Books III and IV. 
Daily drill in constructions. Frequent exercises in reading at 
sight will be found valuable. 

THIRD YEAR 

Cicero's Orations; Gunnison and Harley. 

FOURTH YEAR 
Virgil's Aeneid; Fairclough and Brown. 



60 COURSES OF STUDY FOR THE 

German 

INTRODUCTORY NOTE 

This outline is offered as a suggestion for a well-rounded 
course in German, not as an absolute standard from which 
there is no variation. If carefully followed, either in the spirit 
or in the letter, good results must follow. There is so much 
excellent material on the market, and so much being constantly 
brought out, that the progressive teacher need not always 
read the same stories. The latest catalogues of the leading 
publishing houses will show excellent new material from time 
to time. The aim has been to emphasize a German atmosphere 
throughout; to choose material that is interesting, yet graded 
in difficulty to suit the place for which it is recommended ; 
to vary the sequence of selections in order to avoid the 
monotony of reading constantly the same kind of material ; 
and to select matter representative of the best periods of 
German literature, trying always to keep step with the 
remarkable advance that the study of German has made in 
the United States in the last quarter of a century. 

GENERAL STATEMENTS 

In a general way the pupil may expect to gain from a 
successful course in German: (1) The ability to read with 
fair fluency, (2) some ability to speak and understand the 
German when spoken, (3) some knowledge of the history and 
literature of Germany, and the manners, customs and culture 
of the Germans, and (4) a better understanding of grammati- 
cal structure in general. Every effort to attain this goal 
should be made. 

German in the Classroom. 

The atmosphere of the classroom should be as distinctively 
German as possible. With a little thought and effort, German 
can be made the medium of instruction almost exclusively 
from the beginning, in the discussion of grammar and com- 
position, as well as for reading, even by an American-born 
teacher. Make a list of the common phrases and directions 
used, and find their German equivalents. In grammar, 
Spanhoofd gives the German terms, and develops the main 
points in German, so that no difficulty need be experienced 
here. The reference list below gives several other "helps." 

Pronunciation. 

Since German is a living language and should be taught as 
such, the first and most important consideration is the acquir- 



HIGH SCHOOLS OF OREGON 61 



ing of a good pronunciation. To be quite successful, this 
instruction must be put upon a phonetic basis, i. e., it should 
be made a matter of speech sounds not letters. This need not 
entail any special difficulty or the use of a technical vocabu- 
lary. Advancing from the known to the unknown, give first 
a simple description of the organs of speech and the method 
of making speech sounds in English, showing the difference 
between voiced and voiceless consonants, front and back 
vowels, etc. Then proceeding to the German, indicate the 
difference between the basis of articulation in the two lan- 
guages, and show that the muscles of the mouth are much 
more active and more fully brought into play in German than 
in English. Only by a very marked rounding and protruding 
of the lips can the true German o and u be produced. In fact, 
with the exception of a very few consonants, corresponding 
German and English sounds are not identical. 

For the presentation of this matter, the teacher will find 
Bagster-Collins : "Teaching of German in Secondary Schools," 
chapter 3 ; Bahlsen : "Teaching of Modern Languages," chap- 
ters 3 and 4, and Bacon : "German Composition," pages 255 to 
277, very helpful. Careful drill on pronunciation should be kept 
up steadily and inexorably, until right habits are firmly fixed. 
Eternal vigilance is the price of good pronunciation, and care 
in this regard should never be relaxed. AUvays correct a 
faulty pronunciation. 

Script. 

The use of German script from the beginning is not to be 
recommended. Since it adds a new difficulty to the many 
already confronting the beginner, it is best to postpone learn- 
ing it until near the end of the first year or in the second year. 
Then teach it so that the pupils will become fairly fluent in 
writing and reading it. Practice in it may then be given from 
time to time, but, on the whole, its continuous use should be 
discouraged, since it takes more time and effort than the 
benefits derived warrant, and few pupils ever become pro- 
ficient. Although still used to a very great extent in Germany, 
few schools require its exclusive use, and, for the average 
German, a good Latin script is far more legible than the 
German that most pupils write. 

Grammar. 

In grammar the best motto is: Little theory and much 
application. Drill declensions and conjugations in sentence 
form and by German questions and answers rather than by 
pure paradigms. Give abundant oral practice on each gram- 
matical point. If an exercise with the same amount of practice 



62 COURSES OF STUDY FOR THE 

on each of the forms were written, it would take hours, and 
then it would not be so effective as the oral work which is 
accomplished by spending a few minutes daily. The funda- 
mentals of grammar should be learned in the first year, and 
the following years be spent in reviewing and adding to the 
work of the first year. 

In learning principal parts of verbs it is well to give five 
instead of three forms, including the third person singular of 
the present tense and the perfect tense, e. g., fallen, fiel, 
gef alien, er fallt, er ist gef alien. This determines the umlaut 
in the present tense, and the perfect auxiliary. We might 
also speak about "principal parts" of nouns, i. e., nominative, 
and genitive singular and nominative plural, e. g., das Buck, 
des Buches, die Bilcher. In the first two years, some 300 
common nouns and the more common strong verbs should be 
learned, so that the principal parts can be quickly given. 
Since gender is a troublesome point with German nouns, the 
definite article should always be given with every noun learned. 
Except the rules for the gender of nouns ending in — chen, 
— lein, — ei, — heit, — keit, — in, — schaft, — ting, no general 
rules are of any great assistance and the gender of each noun 
must be learned by frequent use. 

Vocabulary. 

Vocabulary study and word building should receive careful 
attention, for only so will constant thumbing of the dictionary 
be forestalled. Keeping a notebook, in which names of natur- 
ally related subjects with their derivatives, are grouped, is 
a great help. For example, under "Die Familie" would be 
grouped the masculines — Vater, Sohn, Bruder, etc., and the 
feminines — Mutter, Tochter, Schw ester, etc., then the deriva- 
tive nouns like Grossvater and Grossmutter, the derivative 
adjectives like brilderlich and vaterlich, and the derivative 
verbs like bemuttern and sich verbrudern. (A good out- 
line of such a list will be found in the appendix of Bacon's Vor- 
warts.) Another plan is to make word groups from a common 
stem, as — alt, dltich, das Alter, das Altertum, veraltet, etc. 
Such lists can be added to as new words are found in the read- 
ing throughout the course. Encourage pupils to think out the 
meanings from known stems and the context, instead of look- 
ing up every new word. An occasional spelling contest is 
another helpful and interesting way of fixing vocabularies. 

Home Work. 

Let home work be based on material that has been thor- 
oughly worked over in class. Besides learning vocabularies, 
much copying of texts, writing out of the most useful inflections 



HIGH SCHOOLS OF OREGON 63 

of a large number of words, and answering German questions 
on the text, will fill the time at home. The work of the learner 
should be based upon such stages of imitation as: (1) Exact 
reproduction, (2) paraphrasing with variations of person, 
number and tense, and the substitution of other suitable words 
for those in the text, (3) free reproduction based on the text 
and closely following it, and (4) free composition, the last 
and most difficult achievement of the course. This can 
scarcely be effectively done until the fourth year of the course. 
Written work based upon material which the pupils have not 
thoroughly worked over, by oral practice, or otherwise, is 
almost sure to be poor. For pupils to write well in a foreign 
language, it must be done on the imitative basis. 

Dictation. 

Practice in writing German from dictation is very helpful 
in learning to spell and in training the ear as well as the eye. 
It should be begun early, and kept up late. At first, old 
material that has been thoroughly worked over in class should 
be used. Later, person, number, tense, or the order of words 
may be changed, or familiar words inserted, or substituted. 
Late in the course, new material may be used. Five or six 
minutes is enough for the actual reading. Then let each pupil 
correct his own paper in class. 

Conversation. 

Conversation should be spontaneous rather than based upon 
a text. While the questions included in many texts are valu- 
able for home study, in class it is better for the teacher to 
form her own questions, letting an answer suggest the next 
question. The time to talk about breakfast, or dinner, and 
what you ate, is when someone in the text has breakfast, or 
dinner, and eats. In this way, most texts will furnish ample 
material for spontaneous conversation on most of the activities 
of life. 

Translation and Reading. 

Translation, as such, should be eliminated as soon as possi- 
ble. The pupil can grow in power in German, only as he 
learns to feel and think in German, and this can only be 
accomplished by putting English as much in the background 
as possible. At first, some translation is necessary, but 
gradually we can make sure that a passage is understood by 
questions in German, and only the more difficult phrases and 
passages need be translated. This method should be varied, 
however, and occasionally an entire period should be devoted 



64 COURSES OF STUDY FOR THE 

to translation, without previous notice. Now and then, a 
passage may be assigned for careful written translation at 
home. When translation is done in class, the reading of the 
text in German should finish the lesson, so that the last 
impression left with the pupils is German. The German text 
should always be read in class. The way it is read, will usually 
show whether it is understood. Concert reading by the class 
is also good training. 

Intensive Reading. 

Beginning with the second year, and continuing throughout 
the course, about five lines of every reading lesson should be 
assigned for intensive study. On this passage the pupil should 
be prepared to answer, with book closed, any question on word 
or phrase. Such passages should be carefully chosen to afford 
rapid review of forms already studied and to avoid gram- 
matical constructions not yet taken up by the class. From 
these suggestions it will be readily seen that the reading 
matter may and should form the basis of instruction for 
grammar, composition and conversation. In assigning the 
advance reading lesson, explain any special difficulties, and 
then expect the pupil (1) to read it aloud at home, (2) to 
translate it carefully, using vocabulary and notes, and (3) to 
study the German with a view to answering questions on it 
in German, both for content and phraseology. If the book has 
printed questions, these may be used for this purpose. 

Poetry. 

Too much time should not be given to learning poetry, 
especially for those pupils for whom this kind of work is 
very difficult. The learning of colloquial phrases and idioms 
may better be substituted for some of it. A few standard 
poems are very desirable, say one a month throughout the 
course, grading them in length and difficulty, and choosing 
them to fit the season. Several short ones are better than 
one long one. For Christmas learn "Stille Nacht," "Der 
Tannenbaum" and "0 du frohliche." In the spring learn 
Heine's "Mailied," "Du bist wie eine Blume" or "Friihlings 
lied." With the preterit tense of verbs learn "Heidenroslein," 
etc. Wherever possible, have the class sing German songs. 
It gives enthusiasm, aids pronunciation, and words are 
learned unconsciously. The "Deutsches Liederbuch," com- 
piled at the University of Wisconsin, and Bacon's "Im Vater- 
land," contain excellent selections with good musical accom- 
paniment. Collmann's "Easy German Poetry for Beginners" 
and Von Klenze's "Deutsche Gedichte" contain good selections 
of poems. 



HIGH SCHOOLS OF OREGON 65 

Scope of Tivo-Year and Four-Year Courses. 

For the first two years, the two-year and four-year courses 
will be practically identical. Because of the greater imma- 
turity of first-year pupils in the four-year course, the work 
may have to progress more slowly than outlined below. A 
little less grammar may be covered in the first year and, 
perhaps, one book less read in the second year. 
Results. 

At the end of the second year, the pupil should (1) be able 
to translate a piece of simple prose without previous prepara- 
tion, (2) know the elementary facts of grammar, (3) be able 
to put into German, based upon the passages read, simple 
sentences, illustrating various points of grammar, and 
(4) be able to answer in fairly correct German, simple 
German questions on the content of what he has translated. 
At the end of the four-year course, the pupil should (1) be 
able to read at sight any passage of German which does not 
contain special or technical difficulties, (2) be conversant 
with the more advanced grammatical phenomena, and (3) be 
able to use fairly correct German in discussing, either orally 
or in writing, the simpler aspects of daily life, or his reading. 

First Year. 

Texts. 

Spanhoofd, A. W. — Elementarbuch der Deutschen Sprache. 
Guerber — Marchen und Erzahlungen, Part I. 
Miiller and Wenckebach — Gliick auf. 

First Lessons. 

For the first day, a little talk on Germany and the Germans 
would be appropriate. Attention may be called to the relation 
of the German and English language and the number of 
cognate words, as — heart-Herz, deep-tief, etc., but no detailed 
explanation of ''Grimm's Law" should be given. Then take 
up the alphabet. German words should always be spelled 
with the German letters. This will not be difficult if the 
alphabet is learned at the beginning, and a little practice in 
spelling words is given. Go over the alphabet several times, 
to be sure that every pupil pronounces the letters correctly 
before the alphabet is assigned to be learned. Singing it to 
music is also a help. In the first work, it is necessary to 
proceed very slowly and carefully. A baby must crawl before 
it learns to walk, and, as far as German is concerned, beginners 
are babies. For the first week, while pronunciation is being 
learned, little or no outside work should be assigned, so that 
wrong habits may not be formed. 

Sig. 3 



66 COURSES OF STUDY FOR THE 

For the second day, review the alphabet, explain the vowel 
sounds and drill on the vowel triangle. It is better to drill 
these sounds in words, and abundant illustrations, especially 
of monosyllables, should be provided. On the third day, review 
the vowels and explain and drill the consonants. Now page 15 
in Spanhoofd may be taken up, using it only for spelling and 
pronunciation. Spell each word first in German and then 
pronounce it. The pupil who spells foiv-ah-tay-eh-air has little 
trouble in pronouncing Vater. Translation will not be neces- 
sary ; because of the cognates the pupils intuitively understand. 
For home work, a few lines may be assigned to be spelled out 
and written. The differences in the German type will occasion 
some confusion. The letters that are very similar should be 
carefully distinguished (see page 2 in Spanhoofd). 

For the fourth and fifth days, continue work on spelling 
and pronunciation, and work over the questions and answers 
carefully, both with and without the books. The class is now 
ready to develop the Grammatik and learn the vocabulary. 
The English version of the grammar lesson, which follows, is 
for reference at home and to correct misunderstanding; in 
class, the grammar is developed in German. The exercises 
should first be worked out in class, and then some assigned for 
home work. No attempt should be made to have all the 
exercises written. If they are used for rapid oral drill, they 
serve the purpose with much less time and labor. This time 
should be spent on learning vocabulary and grammar. 

Each new lesson should first be worked out in class. A 
good plan is to have the pupils close their books and the 
teacher develop the lesson orally, using objects in the school 
room (table, chairs, etc.). Then assign the reading and study 
of this same material, in the book, for home work. Then 
develop the grammar and learn the vocabulary, and lastly, 
work out the exercises. For the first lessons, two proverbs 
should constantly be kept in mind : "Aller Anf ang ist schwer" 
and "Eile mit Weile." 

Later Work. 

After the fourth lesson in Spanhoofd, the first story in the 
"Marchen" may be taken up. As a preliminary, explain 
briefly the preterit tenses, learning ivar and hatte. Drill 
carefully on pronunciation in reading the story. The frequent 
repetition of phrases affords excellent practice. After the 
seventh lesson, the first pages of "Gltick auf" may be read. 
This brings in plurals of nouns, but a brief explanation obvi- 
ates any difficulty, and makes this work easier when reached 



HIGH SCHOOLS OF OREGON 67 

in the grammar. It is well, too, to introduce the numerals 
gradually and then they will not be so formidable when 
lesson 15 is reached. 

The work of the first semester should carry through 
lessons 12 or 14 in Spanhoofd with about 16 pages of "Gluck 
auf" and five or six stories in the "Marchen." The greater 
part of each recitation should be devoted to Spanhoofd, and 
care must be taken not to advance too rapidly. Be sure that 
each grammatical point is thoroughly mastered before a new 
one is taken up, and then review the old constantly. In the 
class drill on forms, however, there should be no dawdling. 
Oral drill should be rapid and without hesitation. This is 
easily done if the first assignments are not too long and are 
well drilled. 

In the second semester the work should continue in the 
same manner as in the first, but progress may be more rapid. 
It may be found difficult to finish Spanhoofd entirely the 
first year. In that case, work through lesson 28, and leave 
detailed study of the subjunctive until the second year. Brief 
explanations of subjunctive forms may be given, however, as 
they are met in reading. In "Gluck auf" take up sections 
three and four before section two, because the poetic analysis 
is more abstract, and more difficult in comprehension. The 
myths, and the stories of the "Marchen," will be read with 
avidity now. If only one reading text is used in the first year, 
"Gluck auf" seems preferable, but classes usually enjoy more 
stories. Another excellent beginners' reader is, "Vorwarts," 
by P. V. Bacon. It is very well graded, beautifully illustrated 
and contains interesting material with a real German flavor. 

Paraphrasing in connection with the reading is excellent 
practice. Have passages rewritten with change of person, 
number or tense. 

Second Year. 

Texts. 

Baumbach and Wildenbruch — Es war einmal; edited by 
Bernhardt. 

Manley — Ein Sommer in Deutschland. 

Wildenbruch — Das edle Blut. 

Gerstacker — Germelshausen. 

Hauff — Der Zwerg Nase. 

Schiller— Wilhelm Tell. 

Review. 

For the first two weeks of the second year a rapid review 
of elementary grammar should be given. Assign it by topics 



68 COURSES OF STUDY FOR THE 

in connection with the first text read, lessening the assigned 
reading accordingly. Lists of simple sentences to illustrate 
each topic should be assigned, and a good deal of oral rapid-fire 
drill of sentence-paradigms be given. Topics may be taken 
as follows: 

1. Nouns, declension, classification and plurals. Scheme 
for a bird's-eye view of forms. (Spanhoofd, pp. 232-4.) 

2. Adjectives, declension — strong, weak, mixed. Com- 
parison. 

3. Pronouns, declension. Personal, interrogative, posses- 
sive, reflexive, relative, demonstrative. Wer and ivas as 
relatives. Use of da and tvo, plus a preposition. 

4. Prepositions — governing dative, accusative, dative and 
accusative, and genitive. 

5. Verbs. Active voice. Weak and strong. Haben and sein 
as auxiliaries. 

6. Verbs. Reflexive, compound, impersonal. Modal 
auxiliary. Verbs governing dative. 

7. Verbs. Passive voice. Distinction between werden and 
sein as auxiliaries. Word order. 

8. Verbs. Uses of subjunctive. 

Where Spanhoofd has not been completed in the first year, 
the subjunctive will be taken up in the regular class work later. 

Reading. 

Along with this review, read for the first month some of 
the charming modern fairy tales in "Es war einmal." The 
next month or so may be spent on the first 15 lessons of "Ein 
Sommer in Deutschland." This has exercises for more gram- 
mar drill and composition. The dialogue form of the text 
lends itself admirably to conversation and dramatization. For 
reading the text in German, assign parts to different students 
and try to make the work as live as possible. It is well 
occasionally to assign these parts beforehand, so that the pupils 
can prepare their readings. The same parts may also be 
assigned to several groups and a contest in reading held. At 
other times assign the reading extempore. The remaining 
lessons on "Ein Sommer in Deutschland" may better be sand- 
wiched in between other readings, so that the class does not 
tire of this type. "Das edle Blut" will complete the work of 
the first semester. 

In the second semester, read some more of "Es war einmal" 
and "Ein Sommer in Deutschland," and for stories, read 
"Germelshausen" and "Der Zwerg Nase." About 150 standard 
pages (300 words to the page), for class, and 50 pages for 
outside reading should be done during the year. 



HIGH SCHOOLS OF OREGON 69 

The fundamental facts of grammar and syntax must be 
kept ringing in the pupils' ears continually. What was learned 
in the first year must be constantly driven home. No regular 
composition book is needed. The reproductive exercises in 
most of the simple texts may be used instead. For those pupils 
who take only two years of German in high school, and are 
not likely to continue it in college, some provision should be 
made to give them a taste, at least, of the best German litera- 
ture. With such a class, the last six or eight weeks might well 
be spent on "Wilhelm Tell." This will give time only for 
certain characteristic and strong scenes and acts. The teacher 
will supply the connecting links. Treated in this way, the 
work will not be too difficult, and can be made very beneficial 
and enjoyable. 

Third Year. 

Texts. 

Bacon, P. V. — German Composition. 

Collmann — Easy German Poetry. 

Baumbach — Der Schwiegersohn. 

Heyse — Die Blinden. 

Fulda — Unter vier Augen. 

Benedix — Der Prozess. 

Riehl — Das Spielmannskind; Der stumme Ratsherr. 

Freytag — Aus dem Staat Friedrichs des Grossen. 

Fouque — Undine. 

Schiller — Der Geisterseher. 

Schiller— Wilhelm Tell. 

Composition. 

With the third year, a systematic study of German syntax 
should be begun and one hour a week during the third and 
fourth years, spent on grammar and suitable composition. 
Perhaps the best book for this purpose is Bacon's "German 
Composition." Each lesson has a German historical sketch, 
upon which syntactical and word study is based, and there are 
abundant, well-arranged exercises. There are good pictures 
for conversation and the grammatical points are illustrated 
from the classics. The lessons are somewhat longer than can 
be done in one day. The story may be read at the end of one 
of the regular reading recitations, and conversational work 
done on it. The idiomatic phrases and work study may be 
given a few minutes a day, each day, during the week and 
formal grammar and composition will then take one day. 

Some time, too, should be spent on letter-writing. Choose 
topics of interest to the pupils and emphasize simplicity and 



70 COURSES OF STUDY FOR THE 

directness of statement. This work, at least at the beginning, 
should be imitative rather than original and based on good 
German models. Holzwarth's "Gruss aus Deutschland" has 
many good interesting specimens as has also Thomas' "Prac- 
tical German Grammar." Read to the class occasionally a 
classical example from the correspondence of Schiller and 
Goethe or Bismarck. 

In the third year, the reading should approximate 250 
standard pages (300 words) in class, and 50 to 100 pages for 
outside. "Die Blinden" makes an excellent text for the begin- 
ning, followed by "Der Schwiegersohn" and a one-act play 
like "Unter vier Augen," or "Der Prozess," for the first 
semester. One of Freytag's "pictures," (Bilder aus der 
deutschen Vergangenheit) ,may be substituted for "Der Schwie- 
gersohn." In the second semester, part of Fouque's "Undine," 
or "Der Geisterseher," will give an interesting taste of Roman- 
ticism. This may be followed by a short course of reading in 
lyrics and ballads, and one of Riehl's novelettes, like "Der 
stumme Ratsherr," or "Das Spielmannskind." The place 
of honor, however, in the third year belongs to "Wilhelm 
Tell." 

Fourth Year. 

Texts. 

Storm — Immensee. 

Goethe — Hermann und Dorothea. 

Goethe — Egmont. 

Goethe — Sesenheim Periode. 

Sudermann — Frau Sorge. 

Ludwig — Zwischen Himmel und Erde. 

Schiller — Wallenstein ; Das Lied von der Glocke. 

Kleist — Prinz Friedrich von Homburg. 

Reading. 

"Immensee" will make a good beginning for the fourth year. 
The pupils are now mature enough to read it quickly and 
appreciate its delicate charm better than in the second year. 
"Hermann und Dorothea" will be the classical drama for the 
first semester, with "Iphigenie" for outside reading. Follow 
with the "Sesenheim Periode" from "Dichtung und Wahrheit," 
and if time permits, finish with " Wallenstein's Lager." 

In the second semester, take first an historical or psycho- 
logical novel — not in entirety, but in extracts sufficient to 
give a good idea of plot, style and character. Parts of it may 
be assigned for outside reading. For this reading, Suder- 
mann's "Frau Sorge," or Ludwig's "Zwischen Himmel und 



HIGH SCHOOLS OF OREGON 71 



Erde" are good. Assign Hauff's "Lichtenstein" for regular 
outside reading. Other good novels from which a choice may 
be made, are Scheffel: "Ekkehard"; Freytag: "Soil und 
Haben"; Keller: "Romeo und Julia auf dem Dorfe." Then 
take Schiller: "Das Lied von der Glocke" and "Egmont." 
Finish with a romantic drama, as Kleist: "Prinz Friedrich 
von Homburg," or Hebbel's "Agnes Bernauer." 

Lessing may be best studied from a simple German account 
of his works, (Keller: "Bilder aus der deutschen Litteratur") 
with two or three characteristic scenes from "Minna von Barn- 
helm," the inimitable parable of the three rings from "Nathan 
der Weise," and, perhaps, a touch of prose ("Laokoon" or 
"Hamburger Dramaturgic") . Pupils will thus become better 
acquainted with him and better prepared to appreciate him 
later, than by spending two or three months in reading 
"Minna" alone. During the year, about 350 standard pages 
should be read in class and 150 to 200 pages in private. This 
amount cannot be thoroughly studied, but thorough study 
belongs rather to the college or university. The aim should 
be to learn to read easily and rapidly, but with general, intelli- 
gent appreciation. The class should forget, as far as possible, 
that they are reading a foreign language. 

The classics should be treated much as an English classic, 
noting the setting, the life of the author, his relation to his 
time and his place in the world of literature. This may be 
done gradually as the work is being read. These literary dis- 
cussions must necessarily be conducted in English, but German 
will be used for all the other exercises of the classroom. A 
systematic study of German literature is not possible, but the 
high points in literary development can be touched. Bern- 
hardt: "Deutsche Litteraturgeschichte," gives a good brief 
summary in German; Keller: "Bilder aus der deutschen 
Litteratur" is more in detail, but in simple German. In the 
classical dramas or lyrics the elementary facts of meter and 
rhythm should be brought out. Germany and the Germans 
may well claim some attention in the fourth year. Schweitzer's 
"Deutsches Lesebuch" offers good material. A "Rundreise" 
through Germany serves as a basis for the introduction of 
abundant folk-lore, historical and descriptive sketches and 
poems. 

OUTSIDE READING 

Pupils should be required, or at least encouraged, to do 
some private reading in German, upon which they should 
report to the teacher either orally or in writing. It improves 
class work, stimulates the pupil's ambition and interest, makes 



72 COURSES OF STUDY FOR THE 

him more self-reliant, enlarges his vocabulary, accustoms him 
to proper constructions, and gives him a more intimate 
acquaintance with the German people. 

In the first year, the teacher may read or tell very simple, 
short stories or anecdotes to the class occasionally, asking 
questions on them in German and having the pupils retell 
them. Then encourage them to read and report on others, 
say one from each pupil every two weeks in the second semes- 
ter. Have the stories retold in simple German rather than 
memorized. A great deal of reading will be done to find a 
story that just suits, and the pupils will be delighted to find 
that they can "really read." In the second year encourage 
short stories about Germany — customs, people, cities, festivals, 
etc. Assign four or five pages a week. In the third year, 
short narratives and simple historical sketches, and in the 
fourth year longer stories, plays, biographical sketches and 
extracts from history will be appropriate. In the third and 
fourth years, two books a semester may be required, and an 
extra credit of one per cent given for each additional book 
read. 

If possible, have each pupil keep a notebook in which a 
short record of every book read is kept, covering such points 
as — exact title, name of author, number of pages, names of 
hero, heroine and other important characters, time and place 
in which the story is laid, a very short synopsis of plot and 
lastly a frank answer to the question, "How did you like it"? 
Tf this can be done in German so much the better, but it should 
not be required. The school library should contain as much 
simple, interesting reading material as possible and the pupils 
should be encouraged to use it freely. The following list will 
give good material suitable for each year: 

First Year. 

Allen — Daheim; Herein. 

Fahsel, A. — Allerlei. 

Fick, H. H. — Dies und Das; Hin und Her; Neu und Alt. 

Grimm, J. L. and W. K. — Kinder und Hausmarchen. 

Martini — First German Reader. 

Seeligmann, K. — Altes und Neues. 

Stoltze — Bunte Geschichten. 

Volkmann (Leander) — Kleine Geschichten; Traumereien. 

Bacon, P. V. — Vorwarts. 

Second Year. 

Bacon, P. V. — Im Vaterland. 
Betz, ed. — Till Eulenspiegel. 
Biilow (Arnold) — Fritz auf Ferien. 



HIGH SCHOOLS OF OREGON 73 

Guerber — Marchen und Erzahlungen ; Part 2. 
Hewett — German Reader. 
Hillern — Hoher als die Kirche. 
Holzwarth, C. H. — Gruss aus Deutschland. 
Lambert, M. B. — Alltagliches. 
Mosher, W. E. — Willkommen in Deutschland. 
Spyri — Moni der Geissbub; Rosenresli. 
Storm — Geschichten aus der Tonne. 

Third Year. 

Auerbach — Brigitta. 

Baumbach — Sommermarchen. 

Bluthgen — Das Peterle von Niirnberg. 

Biilow (Arnold) — Fritz auf dem Lande. 

Ebner-Eschenbach — Die Freiherren von Gemperlein. 

Eckstein — Der Besuch im Karzer. 

Eichendorff — Aus dem Leben eines Taugenichts. 

Freytag — Die Journalisten. 

Frommel — E ingeschneit. 

Gerstacker — Irrfahrten. 

Heyse — L'Arrabiata; Anfang und Ende; Das Madchen von 
Treppi. 

Hoffmann — Meister Martin der Kiifner. 

Rosegger — Der Lex von Gutenhag. 

Saar — Die Steinklopfer. 

Seidel — Leberecht Hiihnchen. 

Storm — In St. Jiirgen; Pole Poppenspaler. 

Zschokke — Der zerbrochene Krug; Das Wirthaus zu 
Cransac; Das Abenteuer der Neujahrsnacht. 

Fourth Year. 

Dahn — Ein Kampf um Rom. 

Freytag — Soil und Haben; Das Nest der Zaunkonige. 

Goethe — Goetz von Berlichingen ; Egmont; Iphigenie; 
Dichtung und Wahrheit. 

Hebbel — Agnes Bernauer; Die Nibelungen. 

Hein — Auswahl Deutscher Prosa der Gegenwart. 

Keller — Romeo und Julia auf dem Dorfe; Kleider machen 
Leute; Das Fahnlein der sieben Aufrechten. 

Keller, I. — Bilder aus der Deutschen Litteratur. 

Kleist — Michael Kohlhaas. 

Lessing — Minna von Barnhelm ; Nathan der Weise ; Emilia 
Galotti. 

Polenz — Der Biittnerbauer. 

Scheff el — Ekkehard ; Der Trompeter von Sakkingen. 



74 COURSES OF STUDY FOR THE 

Schiller — Der dreiszigjahrige Krieg; Jungfrau von Orleans; 
Maria Stuart. 

Schurz, Carl — Lebenserrinerungen. 

Schweitzer-Simonnot — Deutsches Lesebuch fur Quarta und 
Tertia. 

Spanhoofd, A. W. — Aus Vergangener Zeit. 

Spielhagen — Das Skelett im Hause. 

Kron — German Daily Life. 

Manley and Allen — Four German Comedies. 

German Reference Library for Teacher and School. 

Every trade requires its tools, and for the teacher, the most 
important ones are in the library. A few of the most helpful 
books are given here: 

Methods. 

Bagster-Collins — The Teaching of German in Secondary Schools. 

Bahlsen— The Teaching of Modern Languages. 

Report of the Committee of Twelve. 

Breul, Karl — The Teaching of Modern Foreign Languages and the 

Training of Teachers. 
Rippmann, W. — Hints on Teaching German. 
Walter, Marx — Die Reform des neusprachlichen Unterrichts. 
Russell, J. E. — German Higher Schools. 

Language, Etc. 

Lyon, Otto — Abriss der deutschen Poetik. 

Weise — Unsere Muttersprache, ihr Werden und ihr Wesen. 

Borinski — Deutsche Poetik. 

Feist — Die deutsche Sprache. 

Phonetics. 

Rippmann, W. — Elements of Phonetics. 

Siebs, Th. — Die deutsche Biihnenaussprache. 

Hempl — German Orthography and Phonology. (No. 2608, State 

List II.) 
Vietor — Die Aussprache des Schriftdeutschen. 

Grandgent — 'German and English Sounds. (No. 2606, State List II.) 
Vietor — German Pronunciation, Practice and Theory. 
Bacon, P. V. — German Composition. 

Dictionaries. 

Fluegel, Schmidt and Tanger — Dictionary of the English and German 

Languages. 2 vols. (No. 2615, State List II.) 
Breul — Heath's German-English and English-German Dictionary. 
Duden — Orthographisches Worterbuch der deutschen Sprache. 

Grammars. 

Thomas, C. — Practical German Grammar. (No. 2617, State List II.) 
Krause-Nerger — Deutsche Grammatik fur Auslander. 
Curme — A Grammar of the German Language. 

Florer, W. W. — Questions on Thomas' German Grammar with Essen- 
tials of Grammar in German. 



HIGH SCHOOLS OF OREGON 75 

History. 

Henderson, E. F. — Short History of Germany. 
Stoll, H. — Geschichtliches Lesebuch. In one vol. 
Kiirschner — Das ist des deutschen Vaterland. 
Dawson, W. H. — Evolution of Modern Germany. 

History of German Literature. 

Thomas, C. — History of German Literature. (No. 2616, State List II.) 
Thomas, C— Life and Works of Friedrich Schiller. (No. 2614, State 

List II.) 
Heinemann, K. — Deutsche Dichtung. 
Lewes — The Story of Goethe's Life. 
Hosmer — Short History of German Literature. 
Keller, I. — Bilder aus der deutschen Litteratur. 

Magazines. 

Aus Nah und Fern. 

Monatshefte fur deutsche Sprache und Padagogik. 

Guides and Aids for Classroom German. 

Florer, W. W. — Material and Suggestions for the Use of German in 

the Classroom. 
Stewart, C. T. — Classroom German. 

Allen, P. S. — Hints on the Teaching of German Conversation. 
Lambert, M. B. — Alltagliches. 

Wolf and Florer — Guide for the Study of Goethe's Hermann und 
Dorothea. 



76 COURSES OF STUDY FOR THE 

History 

Constant emphasis should be placed upon geography in all 
courses in History. As the ability to outline a book or article 
is valuable in all lines of work, it is suggested that map and 
notebooks both be kept. 

At the present time especially, magazines contain many 
articles that link the past with the present. Several good 
periodicals should be in the library. Pictures should be used 
whenever possible. An interesting collection can be made in a 
short time from magazine and newspaper clippings. 

No time is allowed for reviews in this outline. 

ANCIENT HISTORY 

The brief sketch of so many nations at the beginning of 
History makes it a hard period to cover. The time necessarily 
spent here makes it impracticable to try to cover all of Greek 
History. 

First Semester 

First Six Weeks. Botsford, chapters 1 to 7. 

Emphasize the gifts each nation has made to civilization, the 
development of writing and commerce, and the influence of the 
religions upon morals and civilization. The work of modern 
archaeologists will be found interesting and helpful. 

It is suggested that much more time be spent upon Hebrew 
History than the text requires, in order to fix the familiar 
Biblical names and events in their proper order, and correlate 
Jewish History with that of other nations as often as possible. 

Second Six Weeks. Chapters 7 to 16. 

A week or more can be spent profitably upon the myths 
of early Greece. As the Roman names of the gods are usually 
used, it is helpful to teach both at this time. 

The influence of Greek religion upon Greek art should be 
kept in mind all through the study. Greek architecture should 
be carefully studied until all parts are familiar and the orders 
easily recognized. 

Third Six Weeks. Chapters 16 to 24. 

Make sure that the importance of Marathon is clearly under- 
stood. The good and bad in Athenian civilization should be 
noted. Study the literary and artistic productions of the age 
of Pericles as much as possible. The plots of the dramas are 
interesting to pupils, and serve to fix the Greek ideas of 
religion. 



HIGH SCHOOLS OF OREGON 77 

Books — Arnold's "Stories of Ancient Peoples," Shaw's 
"Stories of the Ancient Greeks," Morey's "Outlines of Greek 
History," Gayley's "Classic Myths." 

ROMAN HISTORY 
Second Semester 

First Six Weeks. Chapters 24 to 32. 

Macedon — two weeks. Chapters 24 to 28. 

The rise of Macedon shows the worst side of Greek charac- 
ter; the Achean League shows a new spirit acquired too late. 
Emphasize the importance of Arbela and the influence of 
Hellas over the East. 

Rome — four weeks. Chapters 28 to 32. 

Give several days to the myths of early Rome. 

The power of the Senate and the many attempts to form a 
popular government are most important. During this and the 
following period, Rome's problems were much like our own — 
slavery, immigration, expansion, right of suffrage, wealth in 
the hands of a few, and the "back to the land" movement. 
These should be emphasized. 

Second Six Weeks. Chapters 32 to 39. 

Emphasize the organization and order of Roman expansion, 
the necessity of the Punic Wars, and the real meaning of the 
battle of the Metaurus, and the effects of conquest upon Rome. 

The reform movement begun by the Gracchi and continued 
to Augustus is very important: 1. Because the remedies 
used were very inadequate. 2. Because it accustomed the 
people to look to one man for deliverance, and caused them to 
override their constitution, resulting in monarchy. The organi- 
zation of the empire is important as the real reason, for its 
endurance. 

Third Six Weeks. Chapter 39 to end. 

The life and manners of the Romans should occupy several 
days. 

Chapters 42 to 44 are very important. The causes of the fall 
of the empire and the rise of feudalism need much study. 

Emphasize, also, the rise of the power of the papacy, the 
work of Clovis, Salic or Teutonic law. Put as much emphasis 
upon these last topics as possible in order to lighten the course 
in Medieval History. 

Books — Harper's "Classical Dictionary of Antiquities" is 
very valuable. Guerber, "Story of the Romans" ; West, 
"Ancient World" ; Seignobos, "History of the Roman People" ; 
Morey, "Outlines of Roman History" ; Myers, "Medieval and 
Modern History." 



78 COURSES OF STUDY FOR THE 



MEDIEVAL HISTORY 



First Semester 



First Six Weeks. Chapters 1 to 13. 

Cover the first nine chapters as rapidly as possible, but 
emphasize points not covered in Roman History. Feudalism, 
Teutonic law, the power of the church, battles of Tours and 
Hastings, the work of Alfred and Charlemagne are the most 
important topics. It will be necessary to use great care in 
regard to chapter 11, and similar chapters following, to make 
the pupil see the medieval conception of church and state. 
The religious zeal and stupidity of the crusading movement 
should be carefully developed, as well as the motives and results. 

Second Six Weeks. Chapters 13 to 18. 

The revolts of the nations against the power of the papacy, 
and the various controversies, with the final settlements, are 
extremely important. Other topics are the Magna Charta and 
the first parliaments, causes of the Hundred Years' War, the 
importance of the battle of Orleans, the invention of printing, 
the Hussite movement, and the effects of the Mongrel invasion 
upon Russia. 

Third Six Weeks. Chapter 18 to page 326. 

Three weeks should be given the Renaissance. Students 
should know the early methods of painting and styles of archi- 
tecture, brief biography of greatest painters and literary men, 
and recognize twenty or thirty pictures produced at this period. 
Spend one week on exploration. Spend two weeks on reforma- 
tion. The differences between the teachings of Luther, Calvin, 
and Zwingli should be learned. Emphasize why Charles did 
not attempt to check the movement immediately. 

MODERN HISTORY 

Second Semester 

First Six Weeks. Page 326 to Chapter 31. 

Emphasize the real cause of the break with Rome and the 
Anglican Creed, the development of England under the Tudors, 
and the importance of the defeat of the Armada. Some stories 
of the heroism of the Dutch should be read. The settlement of 
the religious difficulties in France, the causes of the Thirty 
Years' War, the motives of the different nations, and the final 
settlement are important. The work of the great French minis- 
ters, and the effects of the reign of Louis XIV need emphasis. 
In chapter 38, the religious and financial difficulties that 



HIGH SCHOOLS OF OREGON 79 

caused the Civil War, the reasons for the failure of the whole 
movement, and the final settlement in 1688, are important. 
The reforms of Peter and the work of Frederick the Great 
need emphasis, also. 

Second Six Weeks. Chapters 31 to 35. 

The Industrial Revolution is the only topic of great 
importance until the French Revolution is reached. A week 
should be spent upon the conditions leading to the revolution. 
The successive steps by which France was led to overthrow the 
monarchy, the spirit of enthusiasm, the outside interference, 
need considerable emphasis. The important topics under 
Napoleon are his work as a statesman, the causes that led to 
his downfall, and the new boundaries made in 1815. 

Third Six Weeks. Chapter 35 to end. 

Emphasize the great periods of revolution — 1830, 1848, and 
1870. The growth of the spirit of nationality causing the 
formation of Belgium, Italy and the German empire, the spirit 
of reform, and the movement toward industrial democracy are 
important. The expansion of the nations and the necessary 
rivalry of England, Germany and Russia, and Austria and 
Italy, the alliances and problems as they were in 1914 should 
be carefully developed. 

Books — Emerton, "Introduction to the Middle Ages" ; West, 
"Modern World" ; Robinson and Beard, "Development of Mod- 
ern Europe" ; Seebohn, "Era of the Protestant Revolution" ; 
Gardiner, "French Revolution" ; Guerber "Stories of Old 
France," "Stories of Modern France." 

ENGLISH HISTORY 

It is suggested that Colonial History be taught as a part of 
English History, in order to allow time for a brief course in 
State History and government during the study of American 
History. The references are made to James and Sanford, as 
most pupils who take English History expect to take American 
History the following year. 

First Semester 

First Six Weeks. Cheyney, pages 1 to 156. 

In the first three weeks, emphasize the importance of Eng- 
land's coming under the influence of the Catholic church, the 
settlements made by new tribes, the reign of Alfred, and the 
development of Saxon government. In the second three weeks, 
the effects of the Norman conquest, feudalism,- the conflict 



80 COURSES OF STUDY FOR THE 

between church and state under William I, William II, and 
Henry I, and the development of the royal judicial powers 
should be emphasized. 

Second Six Weeks. Cheyney, pages 156 to 276. 

Topics — Religious: Emphasize the various phases taken 
by the struggle between church and state. 

Political : The abuses that led to the Great Charter, and its 
contents, with frequent struggles to keep these privileges, and 
the first parliament. 

Industrial : Rise of gilds, causes of unrest among laborers 
and methods of settlement. 

Military : Conquest of Scotland, causes and results of Hun- 
dred Years' War and War of Roses. 

Third Six Weeks. Cheyney, pages 276 to 382 ; James and San- 
ford, pages 1 to 35. 

Political: Character and personal rule of the Tudors. 
Financial problems. 

Trade and Commerce : Development of sea-power, leading 
to explorations. Foreign policy to aid Dutch against Spain, 
leading to war. Importance of defeat of Spanish Armada. 
Trading companies started. 

Labor Troubles : Elizabethan Poor Laws and labor regula- 
tions. 

Religious : Influence of reformation, separation of English 
church from Rome, Anglican creed, influence of religious 
question upon reign of Elizabeth. 

Literary: Introduction of printing and its influence upon 
development of literature. 

Second Semester 

First Six Weeks. Cheyney, pages 382 to 499 ; James and San- 
ford, pages 35 to 104. 

Political : Contrast and compare attitude and character of 
the Tudors and Stuarts toward church and state. Emphasize 
new demands of people, Petition of Right, and work of 
Strafford. 

Religious : Growth of factions and influence upon colonies ; 
work of Laud. 

Commercial: Influence and power of trading companies. 
Effects upon king and people of rising prices caused by influx 
of silver from the New World. 



HIGH SCHOOLS OF OREGON 81 

Civil War: Causes, reforms and divisions in Long Parlia- 
ment; influence of Cromwell's army; Cromwell's policy at 
home and abroad; causes of failure; purpose of Navigation 
Acts and results. 

Rise of political parties. 

Colonial : Mayflower compact ; beginnings of Union, and 
growth of popular government. 

Second Six Weeks. Cheyney, pages 499 to 576 ; James and San- 
ford, pages 104 to 142. 

Political : Constitutional government under William and 
Mary ; rise of cabinet government under Queen Anne ; political 
degeneracy under Walpole; rise of Methodism, and agitation 
for reform. 

Foreign Policy: Interference in European wars, causing 
wars in America and India ; gains made in 1713 and 1763. 

Colonial: Difference between English and French policy, 
and results. 

Third Six Weeks. Cheyney to end ; James and Sanf ord, pages 
142 to 182. 

Causes for American Revolution resting upon differences in 
theory ; reasons for England's colonial policy. 

Political : Agitation for better representation ; divided sen- 
timent in regard to American colonies for freedom of speech 
and press ; work of Pitt. 

Causes for interference in Napoleonic war, and results ; 
reforms in church and state, 1832-1846 ; home rule question ; 
acquisition of Egypt and Australia ; work of Gladstone ; present 
government and policy toward Russia, France, and Germany. 

Books — Green, "Short History"; Stubbs, "The Early Plan- 
tagenets"; Cheyney, "Introduction to Industrial and Social 
History" ; Creighton, "The Age of Elizabeth" ; Gardiner, "First 
Two Stuarts and the Puritan Revolution." 

CIVICS 

First Semester 

First Six Weeks. James and Sanford, chapters 10 to 14 ; For- 
man, chapters 1 to 17. 

Three weeks can be given profitably to these chapters with 
the emphasis upon chapters 10 and 13. Bring out clearly the 
causes for England's policy, and the circumstances in England 
and Europe that aided the colonists. 



82 COURSES OF STUDY FOR THE 

Emphasize strongly the tendencies toward disunion during 
the critical period, and the influences at work in the Constitu- 
tional Convention. 

The opening chapters of Forman should be taken rapidly 
with care regarding meaning of terms. Much that is valuable 
is in the fine print at the end of the chapters. Several things 
have been changed since the text was published ; for instance, 
the power of the Speaker and the method of appointing commit- 
tees. Emphasize the cabinet more than in the text. Haskin is 
the best on this subject. Constant reference should be made to 
the Constitution itself. 

Second Six Weeks. Forman, chapters 17 to 30. 

Spend about two weeks on State Constitution, using the 
Oregon Blue Book in connection with chapters 19 to 21, and 
three days on chapter 22, with comparison of local county 
government. 

Omit chapters 23 and 24 (Town and Townships). 

The study of chapter 25 should include a study of local char- 
ter and ordinances, and a brief comparison of several plans of 
commission form of government. 

Emphasize the importance and influence of the national con- 
vention, also its extra-constitutional character. Compare Ore- 
gon's system of electing delegates as found in statutes relating 
to elections, especially § 3349 and § 3350. 

Sample ballots and pamphlets to voters for primaries and 
regular elections should be used. 

Third Six Weeks. Finish Forman. 

Chapters 30 to 36, 39 and 40 are very important. 

AMERICAN HISTORY 
Second Semester 

First Six Weeks. James and Sanford, pages 215 to 305. 

Emphasize : 1. Financial conditions and Hamilton's meas- 
ures. 2. Diplomacy — This is a most interesting field for diplo- 
matic study, especially the periods 1793-1797, and 1806-1812. 
The problems then were very similar to present conditions. 
Intensive study is needed on the Orders and Decrees to under- 
stand the causes of the War of 1812. The European back- 
ground should be kept clearly in mind. 

Other Topics of Interest: Disloyalty in the West; threats 
of disunion ; rise of parties ; purchase of Louisiana ; rise of 
tariff question ; Missouri Compromise and Monroe Doctrine. 

Biographies for special reports — John Adams, J. Q. Adams, 
Hamilton, and Jefferson. 



HIGH SCHOOLS OF OREGON 83 

Second Six Weeks. James and Sanford, pages 305 to 435. 

Important Topics : Webster-Hayne debate ; slow growth of 
feeling against slavery in the North ; causes of panic of 1837 ; 
the reason the Democratic party became identified with 
slavery ; rise of Republican party ; causes of Mexican War ; the 
Oregon Question ; Dred Scott Decision, and Lincoln-Douglas 
debates. 

Two weeks are suggested for the Civil War with two daily 
reports. Emphasize geography; preparations; resources, and 
the blockade. 

One week should be given to Reconstruction, giving special 
attention to the changing sentiment in Congress culminating in 
the Reconstruction Acts and impeachment of Johnson. 

Third Six Weeks. James and Sanford, to end. 

Four Weeks : Emphasize our shifting tariff and financial 
policies; panic of 1893 and campaign of 1896; rise of Populist, 
Greenback and Socialist parties; difficulties of Cleveland's 
administration ; causes of the Spanish-American War, acquisi- 
tion of Panama and attitude of Colombia ; attempts to control 
corporations and labor troubles. 

Two Weeks on Oregon History : It is suggested that this 
be put at the end of the year. It could be placed at the begin- 
ning of this semester, at the time of the Lewis & Clark Expedi- 
tion, or the Oregon Treaty ; but, in so doing, it seems to break 
the continuity of the course. 

Channing's is the best to use for a textbook, but Schafer's 
History is needed also. Emphasize the importance of rivers 
and passes, in influencing Oregon History. 

Books — 1 Civics: Ashley, "The American Government"; 
Woodburn, "American Republic" and "Political Parties and 
Party Methods" ; Beard, "American City Government." 

2. History: Elson, "History of the United States"; Fiske, 
"Critical Period"; Muzzey, "American History"; Sparks, 
"Expansion of the American People." McMaster and Schouler 
are very fine. The books of the American History series are 
good but rather difficult. 



84 COURSES OF STUDY FOR THE 



Bookkeeping 



The aim of the course in bookkeeping should not be merely 
to teach the art of classifying and recording business trans- 
actions and facts systematically, but also to give the students 
a general knowledge of business. To accomplish this result, 
each step should be carefully explained and illustrated with 
some transaction or fact taken from the business world, with 
which the students are already familiar through their contact 
with business. This plan should be followed through the entire 
course. It will gain the attention of the students, arouse 
interest in the subject, and create a desire to learn more about 
bookkeeping and accounting. 

It is very essential that great stress be placed upon accuracy 
and neatness in every detail ; for without accuracy, bookkeeping 
is of no value, and neatness is an essential qualification for 
success in a business office. 

The accounting side of the subject should be given careful 
consideration that the students may understand the methods of 
classifying and recording business transactions and accounts 
so the facts will be shown in their proper relations, and 
provide the information necessary for successful business 
administration. 

In beginning the course, special attention should be given 
to see that the students understand each step. Each problem 
or exercise should be explained to the students by applying 
the knowledge of business transactions they already have, to 
the problems they are trying to solve. A part of the time each 
day should be devoted to recitation ; but this would not signify 
that the entire class should be kept working at the same point. 
The more apt students may be permitted to work in advance, 
yet derive equal benefit from the recitations. 

In order to complete the State text, Lyons' Bookkeeping, 
Parts I and II, it will' be necessary to give the subject two 45- 
minute periods daily for the entire school year. The following 
outline of the text will serve as a guide for completing the 
work in one year. In the first six weeks, all the work in 
Part I should be completed up to page 74, which covers the 
preliminary work and the first month of the regular set; at 
the end of the second six weeks, the work should be completed 
to page 120, and the remainder of Part I should be completed 
at the end of the first half year. 

Part II should be finished to page 176, including exercises 
and first month of regular work, at the end of the first six 
weeks of the second half year; at the end of the second six 
weeks to "September 17," page 196 ; and the remainder of the 



HIGH SCHOOLS OF OREGON 85 

text, including the supplementary problems, should be finished 
in the last six weeks. The supplementary problems will require 
at least four weeks for completion, and should be explained 
very thoroughly, that the students may understand this work. 
If stenography and typewriting are given in connection 
with the course in bookkeeping, two periods of 45 minutes eac"h, 
should be devoted to typewriting each day. Careful super- 
vision should be given to the work to see that the students 
practice by the touch method. Two years will be required for 
the completion of stenography and typewriting. 

Manual Training 

SEVENTH GRADE 

Benchwork in Wood-Shop Drawing 

Aim : To teach the care and use of tools ; to develop accur- 
acy and skill ; to teach the elements of industrial activities ; to 
lay the foundation for the future selection of a life career, and 
to broaden the pupil's view of life's work. 

Time: This outline is based on two double periods twice 
each week for the school year. 

Drawing : Throughout the course an effort should be made 
to teach the principles of mechanical drawing as applied to 
shop drawings. The simple instruments for use in this grade 
should be mastered. No project should be undertaken until 
the pupil has first made a working drawing of the project. 

1. Practice planing, sawing, laying out, gaging, marking, 
nailing, screwing, making duplicate parts. Butt joint used in 
nail box. 

Tools : Saws — cross-cut, rip, back ; bench knife, try square, 
jack plane, hammer, screw driver, nails, screws, block plane. 

Suggested projects : Window stick, cutting board, coat and 
hat rack, key rack, nail box, loom for primary rug weaving, 
bench hook. 

2. Planing to size, boring, gaging, squaring, laying off, 
more accurate sawing. 

Tools : Brace and bits, steel square. 

Suggested projects : Counting board, ring toss, game board, 
spool holder, laundry list, bird house. 

3. Use of coping saw, compass, compass saw, sawing curve 
with coping saw, chiseling, paring with chisel, spoke shave. 



86 COURSES OF STUDY FOR THE 

Suggested projects: Sleeve board, elliptical bread board, 
sled, scouring board, wall bracket, round top stool, coat hanger, 
wagon. 

4. Review all past processes and add lap joint, end lap, 
middle lap, half lap. 

Suggested projects : Book rack, necktie rack, magazine 
rack, foot stool, wall shelf, table or desk shelf, milk stool. 

5. Simple design as applied to the ornamentation of sur- 
face of woods. Use of compass saw, cabinet scraper and sand- 
paper. 

Suggested projects: Tea pot block, thermometer back, 
calendar mounts, card holder, mail box. 

6. Simple joinery in box construction, dowel joint and glue 
joint. 

Tools: Continue the use of all tools learned and add the 
dowel plate and mallet. Use wood clamps and hand screws. 

Suggested projects: Bread box, knife and fork box, coat 
and trousers hanger, bread board, or desk tray (made of differ- 
ent kinds of wood) doweled and glued. 

7. Finishing — staining, sanding or rubbing down, shellac, 
wax. 

Suggested projects: Finish all articles requiring a finished 
surface and make two or three panels to illustrate different 
methods of finishing. 

Note — Finishing may be taken up as individual work whenever enough 
projects requiring finish are completed. 

8. For the purpose of reviewing former operations and 
processes, make a taboret or pedestal. Require very accurate 
work and make applications of different joints and processes 
learned. 

BOOKS FOR REFERENCE IN SEVENTH GRADE WORK 

Elementary Woodworking — Foster. 

Elementary Woodwork — Selden. 

Essentials of Woodworking — Griffith (revised edition) . 

Correlated Courses in Woodwork and Mechanical Drawing — Griffith. 

The A. B. C. of Woodworking — Wheeler. 

Elements of Woodwork — King. 



HIGH SCHOOLS OF OREGON 87 

EIGHTH GRADE 

Carpentry Construction and Cabinet Work 

First Semester 

Elements of Carpentry 

Aim : To lay a broader foundation by making a more 
specific study of the occupations of carpentry and cabinet 
making, thereby training the pupil in accuracy and to think in 
concrete terms. 

Time : Outline based on two double periods each week. Con- 
tinue the work in drawing. Use more accurate instruments 
and do accurate work. Teach the use of the scale in making 
plans for your buildings. Be able to read and interpret house 
plans and blue prints. 

Tools: Saws, steel square, plumb bob, level, carpenters' 
pencil, chalk line, miter box. 

Plan to complete at least one project by group work the first 
semester. 

Suggested Projects : Miter box, saw horses, dog house, a 
small building with "lean-to" roof, chicken house, wood house, 
play shed or pavilion for the school grounds. Playground 
equipment for your school grounds. Some interested patron 
of the school may be found who will furnish the material and 
accept the finished building on the school grounds. 

Second Semester 

Farm Mechanics 

Review the steps of the projects of the seventh grade in 
sawing, planing, laying off, etc., and add projects that will 
involve the use of the following joints: Hopper joint, lapped 
dove-tail joint, ledge or rabbet joint, pinned mortise and tenon, 
thrust joint, stretcher joint. 

Suggested Projects : Towel roller, floor broom holder, rab- 
bit trap, push-mobile, trap nest, milk stool, camp stool, chicken 
coop, farm gate, wagon jack, fly trap, fireless brooder, feed 
trough, poultry feeder, poultry exhibit coop, poultry shipping 
coop, ladder, hurdles. 

For individuals whose taste runs more toward cabinet work, 
the following projects are suggested : Book trough, wood-work 
for "Electric cluster," electric table or desk light, calendar 
mount or memo board, hall rack or mirror frame, picture 
frame, taboret, waste paper basket, pedestal, umbrella stand. 

Finish: In this grade more care should be taken in the 
finishing of the articles, not because of greater value but 



COURSES OF STUDY FOR THE 



because of the greater ability of the boy. Improvement should 
be marked in each step of each process. Specifications for 
finish should be written and followed to the letter. Stain, 
filler, shellac, wax, varnish and flat finish should be used with 
sand paper, or pumice stone, rubbing between the coats. Too 
much care cannot be taken at any step of these different 
processes. 

SUGGESTED BOOKS FOR THE ABOVE WORKS 

Constructive Carpentry — King. 
The A. B. C. of Woodworking — Wheeler. 
Correlated Courses in Woodwork — Griffith. 
Shop Projects Based on Community Problems — Burton. 
Essentials of Woodworking — Griffith (revised edition). 
Bench Work in Wood — Goss. 
Woodwork — Ritchey. 
Elementary Cabinet Work — Selden. 

Catalogues and Trade Journals will be sent free by the different 
houses as advertising matter. 

HIGH SCHOOL— FRESHMAN YEAR 
Benchwork in Wood 

In many of our high schools we have pupils who have 
not had the advantage of manual training in the 
grades. For the purpose of helping these pupils along it is 
necessary to do a great deal of individual work. By reviewing 
the tool processes of the grades and adding an interesting 
point here and there ; by assigning reading and requiring writ- 
ten reports of different kinds on related subjects it is possible 
to obtain good results even though your class seems "mixed" 
at the beginning. 

In the high school mechanical drawing, shop drawing, archi- 
tectural drawing, design and freehand drawing should be 
given as distinctive a place on the program as any subject of 
the curriculum, but in many of the high schools of Oregon, as 
well as other states, this is impossible on account of existing 
conditions. 

In all cases the work of making sketches and working 
drawings, reading blue prints and studying the relation of 
design to construction must be continued. 

Time: Double period (90 minutes), five days each week. 

Throughout the year definite and technical work on certain 
useful joints and their applications in practical and valuable 
articles should be taken up. 

The care of the tools, grinding, whetting and stropping, is of 
first importance in this work. Good results cannot be obtained 
with poor, dull tools. 



HIGH SCHOOLS OF OREGON 89 

The following joints are suggested : Butt joint, glued and 
blocked joint, doweled butt joint, ledge or rabbet joint, through 
mortise and tenon joint, stub or blind mortise and tenon joint, 
pinned mortise and tenon joint, double mortise and tenon joint, 
slip or open mortise and tenon joint, dado joint, keyed mortise 
and tenon joint, doweled and glued joint. 

The order in which these joints follow, or the sequence, must 
be left largely to the individual project in hand. Each of these 
joints might be applied in the construction of a single library 
table, but as each pupil will complete two at least and should 
complete three of the suggested projects, such a selection 
should be made that will involve the use of all the suggested 
joints. 

Suggested Projects : Book trough, taboret, magazine stand, 
light stand, red cedar chest, sewing cabinet, Morris chair, wall 
cabinet, drop leaf table, Roman seat, library table, writing 
desk, dressing table. 

In addition to the applications of the suggested joints, it is 
well to note that opportunity is offered in the above list for 
practice in putting on hinges, locks, drawer pulls and a wide 
range for study and application of design. The above list is 
full of opportunities for studies of related subjects; i. e., history 
of design, tools, woods, industries, vocations, historical relations 
of modern construction, etc. 

Finishing: More work along this line is spoiled by poor 
or incomplete finishing than careless tool work. Make a study 
of wood finishing. After making your specifications for your 
finish try it out on a piece of the same kind of wood of which 
your project is made. Study finishing from its many different 
phases. 

BOOKS FOR REFERENCE PURPOSES 

Correlated Courses in Woodwork and Mechanical Drawing — Griffith. 

Essentials of Woodworking— Griffith (revised edition). 

Elementary Cabinet Work — Selden. 

Hand Work in Wood — Noyes. 

Wood and Forest — Noyes. 

Woodwork — Ritchey. 

The A. B. C. of Woodworking — Wheeler. 

HIGH SCHOOL— SOPHOMORE YEAR 

Carpentry, Architectural Drawing, House Painting 

Without attempting to tell how each step should be taken, 
the following is suggested as a sequence of steps or processes 
as a guide to the study of house building : 

1. Foundations and forms of construction. Framing. 

2. Roof construction. Study of carpenter's square. 



90 COURSES OF STUDY FOR THE 

3. Boarding in. Roof coverings, outside finish. 

4. Wiring, plumbing, plastering. 

5. Heating, ventilation, sanitation. 

6. Floor laying, inside finish. 

7. Doors, window frames and sashes, stair building. 

8. Paint and hardware. 

A study of arithmetic applicable to house construction 
should be made a part of this course. Plans should be drawn 
to a given scale. Blue prints should be made from the selected 
plans. Specifications should be written, and estimates made, 
and bids submitted for the construction as shown by the 
specifications. 

Visits should be made by the class and teacher to a house 
or houses in different stages of construction. If possible, visit 
a sawmill and learn something of the lumber industry. 

Suggested Projects : A one-story building to be used for a 
manual training shop. A building for some patron of the 
school who will pay for the materials used. A model two- 
story house built to a scale (all steps of construction may be 
carried out in such a building) . Sections of buildings may be 
made. (See Problems in Carpentry, Roehl.) 

SUGGESTED BOOKS FOR REFERENCE 

Problems in Carpentry — Roehl. 

Constructive Carpentry — King. 

Inside Finishing: — King. 

The A. B- C. of Woodworking — Wheeler. 

The A. B. C. of the Steel Square — Hodgson. 

Industrial Arts Magazine. 

Manual Training Magazine. 

The different phases of mechanical drawing should con- 
tinue through the entire four years of high school. 
The following textbooks are recommended: 

Elementary Course in Mechanical Drawing — Chase. 

Elements of Mechanical Drawing — Anthony. 

Mechanical Drawing — Cross. 

Elements of Mechanical Drawing — Faunce. 

Structural Drawing — Edminster. 

Architectural Drawing — Edminster. 

Architectural Drafting — Greenberg and Howe. 

TOOLS FOR MANUAL TRAINING SHOP 

Individual Tools 

A set of the following required for each bench (two sets 
for each double bench) : 

Bailey Iron Jack Plane, No. 5. 
Try Square, No. 20, 6-inch. 
Boxwood Rule, No. 34. 



HIGH SCHOOLS OF OREGON 91 

Bench Knife, No. 3. 

Buck Brothers' Chisel, No. 36, %-inch. 

Buck Brothers' Chisel, No. 36, y 2 -inch. 

Buck Brothers' Chisel, No. 36, ^-inch. 

Bench Brush, No. 2. 

Bench Hook (should be made). 

Bishop Back Saw, No. 8, 10-inch. 

Stanley Marking Gage, No. 65. 

General Tools 
(Estimated on basis of 20 pupils.) 

2 Bishop Hand Saws — Cross cut, No. 89, 8 point 22-inch. 
2 Bishop Hand Saws — Cross cut, No. 89, 10 point, 24-inch. 

2 Bishop Hand Saws — Rip, No. 89, 7 point, 24-inch. 
6 Countersinks. 

6 Stanley Block Planes, No. 65, 7-inch. 

3 Braces — Plain, No. 12, 10-inch sweep. 

1 Brace — Ratchet, No. 831, 12-inch sweep. 

1 Set Irwin Auger Bits in box. 

2 dozen Auger Bits, small sizes, assorted. 
1 dozen Handscrews, No. 812. 

1 dozen Clamps, iron, open 8 inches. 

1 dozen sets Wood Bar Clamps, irons only. 

2 Stanley T Bevels, No. 25, 8-inch. 
2 Stanley 608 Jointers, 24-inch. 

8 "Orlock" Hammers, assorted sizes. 

2 Wing Dividers, No. 35. 

12 Hardwood Mallets (should be made). 

1 Ball-Bearing Grindstone. 

3 Lily White Washita Oil Stones. 

2 Oil Cans. 

3 Screw Drivers, 4-6-8-inch. 

2 Screw Drivers, Ratchet, 6-inch. 

12 Screw Driver Bits for Brace, assorted sizes. 

12 Nail Sets, assorted sizes. 

12 Cabinet Scrapers. 

3 Buck Brothers' Chisels, No. 36, 1-inch. 

2 Buck Brothers' Chisels, No. 36, IVi-inch. 

2 Buck Brothers' Chisels, No. 36, iy 2 -inch. 
1 Yankee Automatic Drill, No. 44. 

1 Set Bit Stock Drills, for metal or wood. 

1 Glue Heater. 

1 Draw Knife. 

1 Bench or Broad Hatchet, No. 124. 

3 Steel or Carpenter's Squares. 

Note, — By way of economy in money as well as floor space, double 
benches, two pupils at each bench, are recommended. Each bench should 
be equipped with two side vises, two tail vises, and the necessary dogs 
and bench stops. 



92 



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106 COURSES OF STUDY FOR THE 

Domestic Art 

SEWING— FIRST YEAR— FIRST SEMESTER 

Time: Three double periods per week — laboratory periods 
— sewing. One single period per week — recitation; and one 
single period for supervised study — textile work. Two single 
periods per week — art work bearing directly on Domestic Art 
work. 

SEWING LABORATORY 

Problems: 

1. Dish Towel — 

Processes: Basting; over-hand ends; hemming. Review of work done 
in grades. 

Thought Emphasized: Kinds of towels; kinds of materials; cost of 
material; care of towels; storage of towels. 

2. Dress Bag — 

Processes: Basting; stitching seams; flat fell; buttons and button 
holes. 

Pattern cut free hand; pattern selected by teacher; unbleached muslin 
— fine quality. 

Thought emphasized: Care of clothing; care of machines; care of 
closets. 

3. Cotton Petticoat — 

Drafted or Commercial Pattern — Materials: Gingham; cambric; 
muslin. 

Processes: Estimation of material; shrinking material; economical 
cutting; basting, fitting; stitching; making continuous placket facing; 
finish waistline — narrow belt; festening; buttons and button holes; hooks 
and eyes; button-hole stitch used; fasteners to be rust proof. 

Narrow Ruffle: %-inch hem; 3 or 5 %-inch tucks; ruffle applied to 
skirt with %-inch tuck. 

Thought Emphasized: Materials suitable for petticoats; kinds of 
petticoats a school girl should wear; modesty — over-elaborate underwear 
discouraged; how to fit a petticoat correctly; suitable plackets for petti- 
coat; care of petticoats. 

4. Combination Suit — 

Pattern : Drafted or commercial. 

Materials: Cambric; muslin; long cloth. 

Processes: Interpretation of patterns; estimation of material; 
materials suitable; shrinking material; economical cutting; French fell 
seam in corset cover; flat fell seam in drawers — fell hemmed down by 
hand. 

5. Corset Cover — 

Hem feather-stitched in front of corset cover, also around top of arm's 
eye; simple design embroidered in white on front of corset cover; make 
button holes; sew on buttons. 

6. Drawers — 

Narrow hem — feather stitched — lace may be over-handed on; flat- 
stitched placket facing; joined to corset cover with narrow bias strip; 
buttons and button holes. 



HIGH SCHOOLS OF OREGON 107 

Thought Emphasized : Materials and trimming suitable for corset 
covers; appreciation of nice underwear and sense of refinement which its 
wearing tends to give; ready-made underwear vs. home-made; conditions 
under which much ready-made underwear is made; corsets and their 
proper adjustments; care of corsets; kinds of corsets young girls should 
wear; care of underwear; amount and cost of underwear for a school 
girl for a year. 

TEXTILE RECITATION 

Stu r Jy of Cotton — 

Importance; where grown; varieties; importance in United States; 
cotton culture; growing; shipping; cotton manufacture; finishing; com- 
mon cotton; materials every girl should know; cotton by-products. 

ART 

Art work to be given to apply directly on Domestic Art problems. 

Principles of design. 

Study of: Line-significance of quality and arrangement; mass — 
composition, distribution of dark and light; color — study of qualities, 
hue, value, intensity. 

Practical Application: Decorative bands for dress trimmings; 
dresser scarfs; table runners; tray cloths; bags; cushions; crocheted 
edgings, insertions, medallions. 

SEWING— FIRST YEAR— SECOND SEMESTER 

SEWING LABORATORY 
Problems: 

1. Mending Underwear — 

Patch; darn; mend lace; mend embroidery. Articles brought from 
home; washing before mending emphasized. 

2. Night Gown — ■ 

Pattern: Drafted or commercial. 

Materials: Crepe; long cloth; nainsook. 

Processes: Estimation of material; shrinking material; economical 
cutting; seams — French seamed neck and sleeves, faced %-inch facing, 
2-inch hem on bottom; simple trimming of lace or scallop embroidery. 

Thought Emphasized: Proper way of dressing for sleeping; hygiene 
of bed clothing; care of bed-room. 

3. Embroidered Dresser Scarf- 

Materials: White pique; white linen; white Indian head. 

Processes: Measuring dresser; estimating material; shrinking; 
evening ends; hemstitch hems in linen or Indian head; scallop pique; 
initial embroidered — outline and seed stitch. 

Thought Emphasized: Kinds of materials suitable for dresser 
scarfs; simplicity and daintiness in bed-room furnishing; care of dresser 
scarf; reposeful surrounding in bed-room to aid in giving repose in life. 

4. Napkin Hemmed — 

To be fux'nished by Domestic Science Department for use in depart- 
ment, or by students when convenient. 

Processes: Damask or napery hem; initial embroidered in satin- 
stitch. 

Thought Emphasized: Materials used in table linen; how to buy; 
care; storage; marking; folding; different sizes in table linens; removal 
of spots. 



108 COURSES OF STUDY FOR THE 



5. Napkin Case — 

Materials: Blue galatea; white pique; white Indian head; white 
linen tape; embroidery cotton. 

Processes: Estimation of size needed; estimation of material; basting 
tape on as binding; joining bindings; sewing on tape with chain stitch; 
loop and button fastening. 

Thought Emphasized: Care of napkins; proper storage; mending 
table linen. 

6. Cotton Dress — 

Materials: Gingham; percale; lawn; dimity. 

Pattern : Commercial or drafted. 

Processes : Proper design for simple cotton dress ; intelligent inter- 
pretation of pattern; estimation of material; shrinkage of material; 
economical cutting, fitting; finishing seams; simple decoration. 

Thought Emphasized: Necessity for simplicity in wash dresses; how 
to alter patterns for individual figures; materials and designs suitable 
for wash dresses, also trimmings. 

TEXTILE RECITATION 

Study of Linen — 

History; where grown; varieties; flax culture; flax by-products; 
finishing of linen; uses of linen yarn; common linen; materials every 
girl should know; linen by-products; simple tests for determining cotton 
and linen. 

SEWING— SECOND YEAR— FIRST SEMESTER 
Time: Same as in First Year work. 

SEWING LABORATORY 
Problems: 

1. Wool Dress (School) —Wool Skirt — 

Draft or commercial pattern. 

Processes: Taking measurements; cutting pattern; materials suita- 
ble for wool skirt; estimation of material; shrinking of material; eco- 
nomical cutting; basting; fitting; pressing; bind seams; placket facing; 
fastenings; hang skirt; finish at waist line; finish at bottom. 

Thought Emphasized: Woolen materials suitable for school dress; 
styles suitable for school dress; renovating material to be made over; 
estimation of material; efficiency in work; necessity for careful pressing 
in making woolen garments; seam finishes suitable for woolen garments; 
necessity for shi-inking woolen material; simple tests to detect adultera- 
tions in woolen materials; care of woolens; storage of woolens. 

2. Wool Waist- 
Pattern: Drafted or commercial. 

Processes: Taking measures; shrinking material; economical cutting; 
basting seams; fitting; stitching seams; pressing; binding seams; front 
finishes; make sleeves; put in sleeves; finish neck; finish waist line; 
put on fastenings — may be joined to skirt. 

Thought Emphasized: Same as for woolen skirt with these addi- 
tions — How to fit a waist; importance in basting sleeves correctly; finish 
of sleeves; finish of arm's eye; finish of neck and waist line; design suit- 
able for school dress; care of woolen clothes; appropriateness of accesso- 
ries to our dress; appropriateness of dress to occasion. 



HIGH SCHOOLS OF OREGON 109 

3. Fine Needlework — 

Collar or cuffs, or doily, or any small white article. 

Processes: Any decorative stitches suitable for white work; double 
hemstitching, if possible. 

Thought Emphasized: Appreciation of handwork in decoration; cul- 
tivation of good taste in decoration; simplicity of decoration desirable; 
design in harmony with use intended and material used; comparison of 
hand and machine embroidery; care of fine needlework; laundering fine 
needlework. 

TEXTILE RECITATION 

Study of Wool — 

Importance; history; where grown; varieties; wool culture; market- 
ing; manufacture; dyeing; finishing woolen fabrics; common woolen 
and worsted materials; care of woolen materials; storage; simple tests 
to determine adulterations. 

ART 

Study of Figure: Line; mass; color. 

Costume Design: 1. Waists. 2. Skirts. 3. Dresses. 4. Millinery. 
Study of House-Planning — relation to needs of occupants; con- 
venience; beauty. 

Principles of: Construction; decorating; furnishing. 



SEWING— SECOND YEAR— SECOND SEMESTER 
SEWING LABORATORY 

1. Millinery— Six Weeks — 

Problems: 1. Renovating hats. 2. Bow making; old ribbons or 
cotton cambric torn in narrow strips. 3. Freshening old flowers and 
trimmings. 4. Lining hats. 5. Covering hat frames. 6. Making ribbon 
flowers. 7. Trimming a hat. 

Thought Emphasized: Economy and utilization of old materials; 
development of resourcefulness; study of line in relation to face and 
figure; good taste in hats; color best for different types; comparison 
with ready-trimmed hats; suitability of style to age; production of 
millinery materials — responsibility of women in production. 

2. Graduating Dress — 

Cost limited: $4.00. 

White Material: Lawn; dimity; organdy. 

Processes : Same as for cotton dress of first year except that the 
design should be more original and there should be hand work in trim- 
ming. 

Thought Emphasized: Good taste in dress; suitable materials; 
design carefully chosen; costume design a commendable vocation; com- 
parison of home-made with ready-made dresses; study of sweat-shop 
labor; cultivation of right spirit in graduation dress; simple accessories 
to dress; care of white dresses. 

List of Clothing for School Girl for a Year : 1. Articles. 2. Materials. 

3. Price. 4. Where to reduce extravagances. 5. Chart showing articles 
with samples of materials and prices. 



110 COURSES OF STUDY FOR THE 

TEXTILE RECITATION 

Study of Silk — 

Importance; history; where grown; varieties; silk culture; manu- 
facture; silk dyeing and finishing; weighting; common silk; materials; 
artificial silk fibers. 

REFERENCE BOOKS FOR SCHOOL LIBRARY 

Textiles — Woolman & McGowan. 

Shelter and Clothing — Kinne & Cooley. 

Household Textiles — Gibbs. 

Oriental Rug Book — Ripley. 

Story of the Cotton Plant — Wilkinson. 

Embroidery Up-to-Date — Butterick Pub. Co. 

Textiles — Dooley. 

Lace — Lowes. 

Home Life in Colonial Days — Earle. 

Commercial Geography — Chisholm. 

Cotton Spinning — Marsden. 

Cotton Weaving — Marsden. 

The Laundry — Rose. 

Millinery — Reeves. 

Art of Right Living — Richards. 

The Woman Who Spends — Richards. 

The Use of the Plant in Decorative Design — Lawrence & Sheldon. 

House Furnishing — Hunter. 

Country Homes — Hooper. 



HIGH SCHOOLS OF OREGON 111 

ADOPTED TEXTBOOKS FOR HIGH SCHOOLS 

Date of 
copy- Retail 
right price 

Agriculture: 

Elements of Agriculture, by Warren; The McMillan Co., 

publishers, New York 1909 $1.10 

(This book was adopted by the Commission with the 
stipulation that The Macmillan Company furnish, free 
to all schools using this book, a pamphlet giving a full 
treatise on dry farming and irrigation.) 

Algebra: 

New High School Algebra, by Wells and Hart; D. C. 

Heath & Co., publishers, Boston, Mass 1912 1.20 

Arithmetic : 

Wells Academic Arithmetic, by Webster Wells; D. C. 

Heath & Co., publishers, Boston, Mass 1893 1.00 

Biology : 

Essentials of Biology, by Hunter; American Book Co., 

publishers, New York 1911 1.13 

Bookkeeping : 

Principles of Bookkeeping and Farm Accounts, by Bexell 

and Nichols; American Book Co., publishers, New 

York (adopted for the grades) 1913 .59 

Lyons' Bookkeeping, complete text, by J. A. Lyons; Lyons 

& Carnahan, publishers, Chicago, 111 1910-1913 1.00 

Lyons' Bookkeeping, Part I text, by J. A. Lyons; Lyons 

& Carnahan, publishers, Chicago, 111 1909-1913 .80 

Lyons' Bookkeeping, Part II text, by J. A. Lyons; Lyons 

& Carnahan, publishers, Chicago, 111 1910-1913 .45 

Lyons' Bookkeeping, Part I outfit, by J. A. Lyons; Lyons 

& Carnahan, publishers, Chicago, 111 1913 1.20 

Lyons' Bookkeeping, Part II outfit, by J. A. Lyons; Lyons 

& Carnahan, publishers, Chicago, 111 1910 .80 

Botany: 

Practical Botany, by Bergen and Caldwell; Ginn & Co., 

publishers, Boston, Mass 1911 1.30 

Chemistry : 

An Elementary Study of Chemistry, by McPherson and 

Henderson; Ginn & Co., publishers, Boston, Mass 1906 1.25 

Civil Government: 

The American Republic, by S. E. Forman; The Century 

Co., publishers, New York 1911 1.10 

English : 

English Composition, Book I, by Stratton D. Brooks; 

American Book Co., publishers, New York 1911 .68 

English Composition, Book II, by Stratton D. Brooks; 

American Book Co., publishers, New York 1912 .90 

Kimball's English Grammar, by Lillian G. Kimball; 

American Book Co., publishers, New York 1911 .45 

English Literature, by William J. Long; Ginn & Co., 

publishers, Boston, Mass -- 1909 1.35 

American Literature, by Abernethy; Charles E. Merrill 

Co., publishers, New York 1902 1.00 



112 COURSES OF STUDY 

Date of 
copy- Retail 
right price 

Geometry : 

Wentworth's Plane and Solid Geometry, by Wentworth 

and Smith; Ginn & Co., publishers, Boston, Mass 1911 $1.30 

German: 

Elementarbuch der deutschen Sprache, by Arnold Werner- 
Spanhoofd; D. C. Heath & Co., publishers, Boston, 
Mass 1912 1.00 

Ein Sommer in Deutschland, by Manley; Scott, Foresman 

& Co., publishers, Chicago, 111 1912 .90 

History: 

History of the Ancient World, by George W. Botsford; 

The Macmillan Co., publishers, New York 1911 1.50 

Medieval and Modern History, revised, by Philip Van 

Ness Myers; Ginn & Co., publishers, Boston, Mass 1905 1.50 

American History, by James and Sanford; Charles Scrib- 

ner's Sons, publishers, New York 1909 1.40 

Latin: 

Essentials of Latin, by Henry Carr Pearson; American 

Book Co., publishers, New York 1912 .81 

Latin Grammar, by Charles E. Bennett; Allyn and Bacon, 

publishers, Boston, Mass 1908 .80 

Caesar's Gallic War, by Gunnison and Harley; Silver, 

Burdett & Co., publishers, New York 1907 1.25 

Cicero's Orations, bv Gunnison and Harley; Silver, Bur- 
dett & Co., publishers, New York 1912 1.25 

Virgil's Aeneid, by Fairclougrh and Brown; Benj. H. San- 
born & Co., publishers, Boston, Mass 1908 1.40 

Physical Geography: 

Elements of Physical Geography, by Thomas Cramar Hop- 
kins; Benj. H. Sanborn & Co., publishers, Boston, Mass. 1908 1.35 

Physics : 

A First Course in Physics, by Millikan and Gale; Ginn & 

Co., publishers, Boston, Mass 1913 1.25 

Physiology : 

Advanced Physiology and Hygiene, by Conn and Buding- 

ton; Silver, Burdett & Co., publishers, New York 1909 1.10 

Classics: 

The Textbook Commission adopted the classics in English 
and German of those publishing companies which will 
enter into contracts to supply them at the list prices. 



